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Beyond the bubble: Preparing preservice teachers through dialogue across distance and difference
ARTICLE

, Kent State University at Stark, United States ; , Bowie State University, United States

TATE Volume 80, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

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.

Citation

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. Retrieved July 15, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on March 15, 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.2019.02.003

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