Beyond the bubble: Preparing preservice teachers through dialogue across distance and difference
Amy L. Damrow, Kent State University at Stark, United States ; Jacquelyn S. Sweeney, Bowie State University, United States
TATE Volume 80, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
This article examines an exploratory project aimed at facilitating dialogue among ten preservice teachers from different sociocultural backgrounds attending two universities. Although preservice teachers in the United States are introduced to cultural diversity and culturally responsive teaching, some continue to have limited exposure to and engagement with ethnic, racial, linguistic, religious, and economic diversity. Through paired conversations and group discussions using video-conferencing technology, we sought to build dialogic bridges across distance and difference. We discuss participants’ efforts to engage in wider and deeper dialogues about themselves and tension topics. We identify challenges and limitations and offer suggestions for teacher education.
Damrow, A.L. & Sweeney, J.S. (2019). Beyond the bubble: Preparing preservice teachers through dialogue across distance and difference. Teaching and Teacher Education: An International Journal of Research and Studies, 80(1), 255-265. Elsevier Ltd.