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ERIC Number: ED479952
Record Type: RIE
Publication Date: 2003-Apr
Pages: 19
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Native Educators Interface with Culture and Language in Schooling.
Trujillo, Octaviana V.; Figueira, Anna; Viri, Denis; Manuelito, Kathryn
The first year of an ongoing 3-year study focused on the attitudes of Native American preservice teachers toward the inclusion of language and culture in schooling, how teacher preparation programs impact these attitudes, and components of teacher education programs that meet the needs of Native students. Data were gathered via surveys of 232 American Indian, Alaska Native, and Native Hawaiian preservice teachers enrolled in 27 teacher preparation programs in 12 states; interviews with program directors; and document analysis. Fifteen of the programs were based at tribal colleges. Preliminary results indicate that the vast majority of the sample felt that Native language and culture should be included, in some manner, in the schooling of Native students. However, only a very small percentage of respondents felt professionally prepared for this undertaking as they approached their induction year as teachers. Slightly more than half of the teacher education programs focused specifically on methodology and pedagogy to facilitate the integration of Native culture, and less than half provided training in techniques for teaching Native languages, English as a second language, or bilingual education. Data from this first phase of the project will guide participant selection for case studies to be undertaken in the second phase, which will examine factors in teaching environments that support or thwart teacher efforts to situate learning within the local context. (Contains 30 references) (TD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Indian Education (ED), Washington, DC.; Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).