Search results for: Howes Elaine V.
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This article aims to describe pedagogical practices used by teacher educators who prepare teachers to be culturally responsive. The authors, who are teacher educators themselves, recognize the challenges associated with teaching about issues of diversity and facilitating preservice teachers’ (PSTs) acquisition of culturally relevant pedagogy. The authors integrate between culturally relevant pedagogy and a framework for diversity awareness and identity development. They are interested in supporting teacher educators who yearn to prepare culturally responsive PSTs. They focus on three practices for preparing teachers who are culturally responsive: establishing a positive classroom learning environment, implementing purposeful learning activities and providing appropriate field experiences with a focus on diversity.
Updated: Nov. 01, 2017
Educative experiences and early childhood science education: A Deweyan perspective on learning to observe
This study explores elementary professional development at an urban school. Small animals were used for teaching science inquiry processes, particularly the process of observation. The analysis is qualitative and interpretive, and the data consisted of observations, transcripts of science group meetings, and interviews with five participating teachers. The purpose of the study was to help preservice teachers create effective approaches to real-world science experiences.
Updated: Apr. 08, 2008