Search results for: Phillion JoAnn
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Examining the Practice of Critical Reflection for Developing Pre-Service Teachers’ Multicultural Competencies: Findings from a Study Abroad Program in Honduras
In this article, the authors examine how critical reflection during a study abroad program to Honduras facilitates pre-service teachers’ multicultural competencies for personal and professional growth. The authors conclude that critical reflection for developing multicultural competencies in teacher education students is necessary if teachers in U.S. American schools are to succeed with teaching diverse students. In addition, participating in well–organized and structured programs such as study abroad infused with opportunities for critical reflection is one way of preparing multicultural teachers. Finally, exposure to diverse cultural knowledge and pedagogical practices enacted in diverse educational settings offers teacher education students opportunities for developing multicultural competencies.
Updated: Sep. 23, 2014
International Field Experiences: The Impact of Class, Gender and Race on the Perceptions and Experiences of Preservice Teachers
The authors explore ways class, gender and race complicate perceptions and experiences of preservice teachers during an international field experience in Honduras. Data were collected over 5 years through observations, group discussions, course assignments, and on-site focus group interviews and post-trip individual interviews. An inductive approach combined with cross-comparative analysis reveal diverse ways class, gender and race shaped and re-shaped preservice teachers' perceptions of self, peers, and host community members.
Updated: Jan. 05, 2009