NCCRESt

part of the Education Reform Networks

The Relationships between Situated Cognition and Rural Preservice Teachers' Knowledge and Understanding of Diversity

A study examined the influence of situated knowledge embedded in 17 rural preservice teachers' autobiographies on their perspectives on diversity and future classroom practices. Four themes emerged in interviews: situative cognition in rural contexts; cultural groups being together but existing apart; understanding group similarities and differences; and desire to teach in a small rural school. (Contains 51 references.) (TD)

• Author/Creator: Powell, Richard R., Sobel, Donna, Hess, Robyn S., Verdi, Michael
• Date Published: Fall
• Journal/Secondary Title: Journal of Research in Rural Education
• Number: 2
• Volume: 17
• Year: 2001

This resource is cataloged under:

• Network/channel: NCCRESt: Practices: Diversity Practices
• Subject: Elementary Secondary Education
• Subject: Higher Education
• Subject: Intergroup Relations
• Subject: Multicultural Education
• Subject: Preservice Teacher Education
• Subject: Racial Bias
• Subject: Rural Areas
• Subject: Rural Schools
• Subject: Sex Bias
• Subject: Student Teacher Attitudes
• Subject: Teacher Background

More like this one