ERIC Number: ED254923
Record Type: RIE
Publication Date: 1984-Mar-11
Reference Count: 0
Cultural Immersion for Inservice Teachers: A Model and Some Outcomes.
Mahan, James M.
The Inservice Teacher Cultural Immersion Model of Indiana University has placed 122 inservice teachers in summer graduate practicum positions in distant Native American communities. The model was developed so that teachers can have an innovative and personal experience learning about Native Americans in their own cultural setting. The program involves graduate courses, practicum site preparation, and independent and group preparatory activities before teacher placements. Teachers are placed in Native American sites with host site supervisors for a period of 6 to 10 weeks. The participants are responsible for keeping detailed weekly summaries of their experiences as well as preparing lesson plans and/or materials for "back home" teaching. A series of evaluation activities are carried out by the project director, host site supervisors, and project staff. At the end of the practicum placement, participants provide structured, evaluative information on their experiences. The onsite experience for the participants has resulted in broadened awareness of cultural differences and actual changes in communication patterns. Interaction with Native American children on a daily basis leads to heightened sensitivity toward their needs and increased achievement by the teachers. (MD)
Descriptors: American Indians, Cross Cultural Training, Cultural Awareness, Cultural Exchange, Elementary Secondary Education, Ethnic Relations, Evaluation, Graduate Study, Inservice Teacher Education, Instructional Materials, Minority Groups, Models, Multicultural Education, Practicums, Speech Habits, Values
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: Administrators; Teachers; Practitioners
Authoring Institution: N/A
Identifiers: Indiana University
Note: Paper presented at the Annual Meeting of the Association for Supervision and Curriculum Development (New York, NY, March 9-13, 1984).