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Leaving authority at the door: equal-status community-based experiences and the preparation of teachers for diverse classrooms
ARTICLE

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TATE Volume 18, Number 4 ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

US society is becoming increasingly socioculturally diverse while our teaching force consists of white females who have led largely monocultural lives. Teacher education continues to struggle to find sufficiently powerful approaches to preparing future teachers for the classrooms in which they will be teaching. This paper explores the influences of a cross-cultural, equal-status internship on prospective teachers’ emerging sociocultural perspectives and raced identities. In particular, it explores the success and continued challenges of this experience as well as what we have learned about supporting more mature anti-racist identities in the 3 years that students have been engaged in this internship.

Citation

Seidl, B. & Friend, G. Leaving authority at the door: equal-status community-based experiences and the preparation of teachers for diverse classrooms. Teaching and Teacher Education: An International Journal of Research and Studies, 18(4), 421-433. Elsevier Ltd. Retrieved July 31, 2021 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/S0742-051X(02)00007-0

Keywords