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ERIC Number: ED359489
Record Type: Non-Journal
Publication Date: 1991-Dec
Pages: 15
Abstractor: N/A
Reference Count: N/A
Whole Language Teacher Education in Multicultural Contexts: Living Our Own Models of Learning.
Gross, Patricia A.; Shefelbine, John
A study examined the reactions and responses of new and veteran teachers throughout a full semester graduate in-service course which introduced whole language theory through experiential learning. The 30 K-8 teachers in the course came from 7 schools of a large inner-city school district where 70% of the students lived below the poverty level. Two-thirds of the teachers were African-American or Hispanic. The class environment revolved around variability, variety, choice, flexibility, and multicultural awareness. Data included teacher learning logs, an "examination" which solicited what teachers understood and liked or did not understand or like about whole language, application projects, and classroom visits after the course ended. The teachers came to trust the class, each other, and themselves as they experienced a range of writing tasks and shared their difficulties in analyzing the journal articles which they read. They expressed an excitement about learning, sharing, and grappling with issues and they underwent a series of reactions to interactive and cooperative learning methods. All attempted some whole language activities with their classes and reflected upon the strengths and weaknesses of whole language. Findings suggest the need for more: avenues of professional collaboration for teachers to discuss professional issues; integrated and interactive activities for teachers to learn through experience and with one another; and opportunities for teachers to engage in spiral learning in conjunction with practice. (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A