Candidate Change in a Community-Engaged Teacher Preparation Program

• In Event: Preparing Preservice Teachers to Teach for Social Justice

Abstract

This study examines preservice teacher candidates’ attitudes towards diversity and community, and how they changed over the course of a semester-long community-engaged experience. As teacher candidates came to know the community in which they were working, their expressed attitudes and beliefs changed from explicit statements of bias and stereotype to ones that sought community involvement and social action. Implications for teacher preparation are provided.

Authors

• Patricia Clark, Ball State University

• Winnie Mucherah, Ball State University

• Eva M. Zygmunt, Ball State University

• Susan Tancock, Ball State University

• Jon M. Clausen, Ball State University

• Tasneem Laila Talib, Ball State University