NCCRESt

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Student Teaching

• "I've Really Learned a Lot, But...": Cross-cultural Understanding and Teacher Education in a Racist Society
  Describes a cross-cultural course offered by the Faculty of Education at the University of Regina (Saskatchewan, Canada) to develop preservice teachers' understanding of aboriginal cultures, taking data from instructors' experiences and student narratives. The paper discusses the lack of understanding in white preservice teachers' views of self and others and the implications for teacher education in a racist society.
• Becoming a teacher in a professional development school
  Interviewed graduates from two Professional Development Schools to determine the impact of that experience on subsequent teaching practices. Graduates reported that student teaching had the greatest impact because of the extended time and depth of experience in the classroom, the quality of mentoring they received, the connections they drew between theory and practice, and the emphasis on collaboration and reflection.
• Building an International Student Teaching Program: A California/Mexico Experience
  This paper describes the first year of an international student teaching project conducted in Mexicali, Mexico, which was successful in helping U.S. participants develop cultural understanding and critical teaching skills needed to work with English learners.
• Building an International Student Teaching Program: A California/Mexico Experience
  This paper describes the first year of an international student teaching project conducted in Mexicali, Mexico, which was successful in helping U.S. participants develop cultural understanding and critical teaching skills needed to work with English learners.
• Challenging Old Assumptions: Preparing Teachers for Inner City Schools
  Researchers analyzed journals and essays from an elementary teacher education course, examining white prospective teachers' changing views about inner-city schools with minority children as they completed fieldwork and relevant readings. The experiences helped them question old assumptions about urban students and teaching and about the value of multicultural education.
• Empowering Student Teachers To Teach from a Multicultural Perspective
  This paper presents case studies of four middle school preservice teachers' experiences with multicultural education during their approximately 16-week student teaching practicum in the southeastern United States. Student teachers were male and female, aged 21 to 42 years; one was African-American and three were European-American.
• Empowering Student Teachers To Teach from a Multicultural Perspective
  This paper presents case studies of four middle school preservice teachers' experiences with multicultural education during their approximately 16-week student teaching practicum in the southeastern United States. Student teachers were male and female, aged 21 to 42 years; one was African-American and three were European-American.
• Getting from the Outside In: Teaching Mexican Americans When You Are an "Anglo."
  A midwestern university provides cross-cultural student teaching experiences in a southwestern city with a large Mexican-American population. Features include two classroom placements, a course in multicultural education, and bicultural mentors.
• Multicultural Perceptions of 1st-Year Elementary Teachers' Urban, Suburban, and Rural Student Teacher Placements
  Investigated the effects of student teaching in urban, suburban, and rural settings on beginning teachers' attitudes about success, multiculturalism, and interactions with diverse parents. Noted the effect of a program for facilitating school-home relationships and improving urban education.
• Navigating through Uncharted Territory: The Tensions and Promise of PDS Partnerships
  One of five articles in the section on the "Promise and Purpose of Professional Development Schools," this article examines challenges that arise when preservice teacher education occurs mainly within professional development schools (PDS). Suggests that for PDS to promote reform, partners must set aside preconceived notions and share in decision making regarding all aspects of PDS.
• Predictors of Success in Urban Teaching: Analyzing Two Paradoxical Cases
  Uses case-study methods to compare the urban field-teaching experience of two undergraduate teacher-education students. Identifies factors that contributed to one student teacher's success and the other's failure.
• Preparing Tomorrow's Teachers: The Field Experience. Teacher Education Yearbook IV
  This yearbook provides educators with current research and practical guidelines for improving the education of teacher candidates and beginning teachers. The book has four sections, each on a particular topic and containing an overview and a response (reflections and implications).
• Professional Development School Trade-Offs in Teacher Preparation and Renewal
  Examined the preparation of student teachers at four Professional Development Schools (PDSs) longitudinally, comparing their experiences with those of traditional student teachers. Data from meetings with administrators; site visits; document analysis; graduation and professional status information; student teacher surveys; and graduate surveys indicated that students appreciated PDSs' camaraderie, support, collaboration, and effectiveness.
• Small-Town College to Big-City School: Preparing Urban Teachers from Liberal Arts Colleges
  Describes a model program to prepare teachers from midwestern liberal arts colleges for urban teaching careers. Student teachers come to Chicago and live together, student teaching in local urban schools and completing regular professional development and cultural diversity activities.
• Teacher Education's Responsibility to Address Diversity Issues: Enhancing Institutional Capacity
  Preservice teachers must be prepared to address substantial student diversity and to educate all students to higher levels of understanding and competence. Many teacher educators are not competent to prepare new teachers in this area.
• The Border Crossings of a Multicultural Science Education Enthusiast
  Examines the "borders" a preservice science education student encountered as she completed her student teaching in a cultural setting that was different from her own. Suggests that, during field experiences, preservice teachers may encounter multiple cultural borders, some consistent and some inconsistent with their instructional philosophy.
• Then the Beauty Emerges: A Longitudinal Case Study of Culturally Relevant Teaching
  Explores the classroom curriculum and instructional strategies of a white, second career teacher who created a culturally relevant teaching practice. Longitudinal data chronicled the development of her beliefs, values, and dispositions for meeting diverse student needs.