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Smith, Michael D.; Glenn, Tristan L. – Teacher Educator, 2016
The literature on culturally responsive pedagogy suggests an interaction between teachers' biases and subsequent encounters with students. To gain perspective on these (un)conscious biases, teacher candidates are encouraged to (re)consider their assumptions about "the other" through reflection. This article presents findings from a study…
Descriptors: Teacher Education, Reflection, Preservice Teachers, Beliefs
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Hindin, Alisa; Mueller, Mary – Teacher Educator, 2016
To maximize children's opportunities for success in school, teacher preparation programs need to support preservice teachers in developing strong knowledge, experiences, and dispositions toward working with diverse families. Yet, it is challenging for programs to assess their candidates' knowledge and dispositions in this area. In this study we…
Descriptors: Parent Participation, Student Teacher Attitudes, Ethnic Diversity, Cultural Differences
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Jones, Jennifer L.; Jones, Karrie A. – Teacher Educator, 2013
Over the past several decades a growing amount of research has considered the role, challenges, and complexities of teaching reflective inquiry to preservice teachers. Generally accepted as a valuable component of a teacher education program, there are persistent levels of ambiguity regarding how reflective inquiry can be intentionally fostered…
Descriptors: Preservice Teachers, Preservice Teacher Education, Reflective Teaching, Inquiry
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Hirsch, Miriam – Teacher Educator, 2012
In this article, the author presents an analysis of 23 school stories (Clandinin & Connelly, 1996) composed by preservice teachers as part of an elective course in an undergraduate teacher preparation program. Three layers of analysis--topical, thematic, and theoretical coding--provide insight into the contribution of the school story genre…
Descriptors: Preservice Teacher Education, Preservice Teachers, Teacher Educators, Personal Narratives
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Darvin, Jacqueline – Teacher Educator, 2011
This article chronicles a qualitative study of the impact of a pedagogical practice called cultural and political vignettes (CPVs) on graduate students enrolled in a teacher education course. CPVs are cultural and political "situations" that are presented to teachers so that they can practice the decision-making skills that they will use…
Descriptors: Elementary School Teachers, Graduate Students, Education Courses, Teaching Methods
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Gilroy, John J.; Moody, F. Elizabeth – Teacher Educator, 1976
The Fulton Project seems to have reduced student anxiety regarding student teaching by providing the students with (1) a gradual introduction to the teaching process, (2) the opportunity to experiment in a no-fail situation, and (3) the support of peers, cooperating teachers, and college professors. (MM)
Descriptors: Anxiety, Cooperating Teachers, Student Needs, Student Teacher Relationship