國立虎尾科技大學 |

Promoting Cultural Awareness in Preservice Teachers : = Findings from Lived Experiences during a Cultural Historical Immersion Experience.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Promoting Cultural Awareness in Preservice Teachers :/
其他題名:	Findings from Lived Experiences during a Cultural Historical Immersion Experience.
作者:	Ginn, Ronald Allen.
面頁冊數:	1 online resource (291 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.
標題:	Teacher education. -
電子資源:	click for full text (PQDT)
ISBN:	9781339893556

Promoting Cultural Awareness in Preservice Teachers : = Findings from Lived Experiences during a Cultural Historical Immersion Experience.
Ginn, Ronald Allen.

Promoting Cultural Awareness in Preservice Teachers :Findings from Lived Experiences during a Cultural Historical Immersion Experience. - 1 online resource (291 pages)

Source: Dissertation Abstracts International, Volume: 78-01(E), Section: A.

Thesis (Ph.D.)--Northcentral University, 2016.

Includes bibliographical references

Rapid changes in the cultural composition of students in classrooms across the United States have impacted teaching and learning. As cultural diversity increases, so does the cultural mismatch between predominantly white, Eurocentric, middle class teachers and a growing number of non-white students. The cultural and racial divide is contributing to lower academic achievement among many non-white students, especially African Americans. Non-white students may not learn as effectively when the ethnic and cultural background of their teachers is different from their own. Furthermore, white teachers entering the workforce often lack the cultural awareness for ethnic, racial, and social groups that are different from their own. It is important for future teachers to develop cultural awareness to effectively teach students from all cultural backgrounds. One key element in developing cultural awareness in preservice teachers is gaining an understanding of the cultural, social, political, and historical perspectives of their future students. Understanding historical perspectives of diverse learners through immersion experiences supports the development of cultural awareness. The purpose of this study was to explore the lived experiences of preservice teachers during a cultural historical immersion experience, and to examine their perspectives of cultural awareness and the disorienting experiences that influenced their cultural awareness. A qualitative phenomenological design was applied to a sample of nine Caucasian preservice teachers from a mid-size Upper Midwest university as they participated in a 10-day civil rights pilgrimage. Data were collected through individual interviews, focus groups, and journals. The following themes emerged about participant perceptions influencing their cultural awareness: The realization and influence of being there, relationship building, poverty and privilege, and personal and professional growth. The following themes emerged revealing ways disorienting experiences transformed participant perspectives: through increased cultural awareness, through increased historical awareness, through increased personal and professional awareness, and through the influence of cultural historical immersion. Recommendations include implementing cultural historical immersion as a requirement for teacher preparation, as a consideration for undergraduates of all academic disciplines, and for use as a professional development tool for current PK-12 professionals. This study benefits professionals in higher education seeking to build relationships and advance cultural awareness among diverse undergraduate and graduate student groups.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781339893556Subjects--Topical Terms:

1148451
Teacher education.
Index Terms--Genre/Form:

554714
Electronic books.

Promoting Cultural Awareness in Preservice Teachers : = Findings from Lived Experiences during a Cultural Historical Immersion Experience.
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