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Beyond Pre-Service Teacher Characteristics: Pre-Service Teacher Knowledge On Issues Of Equity In Public Schooling
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A. Learner/participant outcomes
During the session, participants will learn what knowledge beginning pre-service
teachers bring to their teacher education courses, in the context of school structures and inequalities. Participants will learn about overall trends in pre-service teacher knowledge based on survey data, as well as learning about specific understandings through analysis of interviews. Participants will also learn about whether or not pre-service teachers who have taken a course in diversity as it relates to education are more informed than pre-service teachers who have not. Overall, participants should leave the session with a better understanding of pre-service teacher knowledge of school structures and inequalities that can inform their practice and research of teacher education.
B. Methods
The session will be primarily interactive in structure. After a brief description of
the project, including background and methodologies, participants will use results handouts to engage in group-based analysis of the results from both the surveys and the interviews. Based on this analysis, a discussion will be facilitated regarding the meaning of the results. Participants will also be encouraged to raise questions regarding the procedures used, data gathered, and conclusions made. The session will end with participant generated ideas for future research and/or application of present results. This discussion will focus on issues of equality in education, specifically closure of the achievement gap.
References
Frykholm, J.A. (1997). A stacked deck: Addressing issues of equity with preservice teachers. Equity & Excellence in Education, 30(2), 50-58.
Sleeter, C.E. (2001). Preparing teachers for culturally diverse schools: Research and the overwhelming presence of whiteness. Journal of Teacher Education, 52(2), 94-106.
Zumwalt, K., & Craig, E. (2006). Teachers’ characteristics: Research on the demographic profile. In M. Cochran-Smith & K.M. Zeichner (Eds.), Studying teacher education: The report of the AERA panel on research and teacher education. Mahwah, NJ: Lawrence Earlbaum.
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| | Authors: Harris, Robin. and Floden, Robert. |
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A. Learner/participant outcomes
During the session, participants will learn what knowledge beginning pre-service
teachers bring to their teacher education courses, in the context of school structures
and inequalities. Participants will learn about overall trends in pre-service teacher
knowledge based on survey data, as well as learning about specific understandings
through analysis of interviews. Participants will also learn about whether or not pre-
service teachers who have taken a course in diversity as it relates to education are
more informed than pre-service teachers who have not. Overall, participants should
leave the session with a better understanding of pre-service teacher knowledge of
school structures and inequalities that can inform their practice and research of
teacher education.
B. Methods
The session will be primarily interactive in structure. After a brief description of
the project, including background and methodologies, participants will use results
handouts to engage in group-based analysis of the results from both the surveys and
the interviews. Based on this analysis, a discussion will be facilitated regarding the
meaning of the results. Participants will also be encouraged to raise questions
regarding the procedures used, data gathered, and conclusions made. The session will
end with participant generated ideas for future research and/or application of present
results. This discussion will focus on issues of equality in education, specifically
closure of the achievement gap.
References
Frykholm, J.A. (1997). A stacked deck: Addressing issues of equity with preservice
teachers. Equity & Excellence in Education, 30(2), 50-58.
Sleeter, C.E. (2001). Preparing teachers for culturally diverse schools: Research and the
overwhelming presence of whiteness. Journal of Teacher Education, 52(2), 94-106.
Zumwalt, K., & Craig, E. (2006). Teachers’ characteristics: Research on the demographic
profile. In M. Cochran-Smith & K.M. Zeichner (Eds.), Studying teacher education: The
report of the AERA panel on research and teacher education. Mahwah, NJ: Lawrence
Earlbaum.
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