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Parsing the language of racism and relief: Effects of a short-term urban field placement on teacher candidates’ perceptions of culturally diverse classrooms
ARTICLE

TATE Volume 27, Number 8, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This three-year study combines qualitative and quantitative analyses of effects of a one-week, intensive urban field placement on 95 suburban and rural teacher candidates’ self-reported perceptions of urban schools, students, teachers. Data was drawn from anonymous, open-ended, pre- and post-experience participant surveys; reflections; and alumni interviews. Findings include improvement in confidence in cross-cultural teaching abilities and interest in urban schools for future employment. Pre-service teachers’ perceptions can be meaningfully influenced by a short-term, cross-cultural immersion program when it is situated within a mutually-reinforcing, multicultural education curriculum that offers significant faculty scaffolding and structured reflection.

Citation

Bleicher, E. (2011). Parsing the language of racism and relief: Effects of a short-term urban field placement on teacher candidates’ perceptions of culturally diverse classrooms. Teaching and Teacher Education: An International Journal of Research and Studies, 27(8), 1170-1178. Elsevier Ltd. Retrieved September 18, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2011.06.001

Keywords