Examining the Influence of a Content- and Context-Specific Field Experience for White Preservice Teachers

• In Event: The Centrality of Community as a Site for Learning: Interrogating Beliefs, Relationship, and Curriculum

Abstract

Existent literature support the notion that teacher ideologies and overall perspectives about working with diverse student groups must be harnessed in a genuine ethic of care and intentionality for students of color. This study examines White pre-service teachers’ initial perceptions and gained conceptual understanding of culturally relevant pedagogy while teaching reading at an urban middle school. Findings concluded that participants were more interested and comfortable teaching in suburban and private schools and held implicit about teaching in urban schools. However, through the course and urban field experience, pre-service teachers were able to develop teaching behaviors that were deemed culturally relevant (Ladson-Billings, 1995) for teaching reading, and thus were better prepared to work with students from diverse backgrounds.

Authors

• Lakia M Scott, Baylor University

• Elena M. Venegas, University of Texas Rio Grande Valley