Search results for: Darvin Jacqueline

The current paper reports on 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 preservice and inservice teachers, so that they can practice first-hand the decision-making skills that they will use in the diverse classrooms of New York City public schools. The preliminary findings of this qualitative inquiry indicate that responding to, creating, exchanging, and engaging in situated performances of CPVs provide teachers with occasions to practice their written, verbal, and nonverbal communication skills in a supportive classroom environment where they can discuss cultural and political issues that are rarely addressed in teacher preparation courses.