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ERIC Number: ED506194
Record Type: Non-Journal
Publication Date: 2009
Pages: 23
Abstractor: As Provided
Reference Count: 60
ISBN: N/A
ISSN: ISSN-1554-5210
Preparing White Student Teachers through a Critical Consultative Interaction Model
Davis, Danne E.
International Journal of Progressive Education, v5 n2 2009
Demographic trends suggest that most Latino and Black schoolchildren attending city schools will have White classroom teachers. Consequently, the potential for cultural mismatches may impede meaningful teaching. In response, many teacher educators mull over approaches to prepare student teachers to effectively instruct all schoolchildren, especially Latino and Black youngsters. While many approaches, particularly methods pertinent to multicultural education, have become commonplace throughout teacher education programs, purposeful consultations between student teachers and schoolchildren about teaching and learning, are rare. This paper presents a "critical consultative interaction" model, comprising "the three r's" of: (a) regarding Black and Latino schoolchildren as resources, (b) raising the right questions of them, and, (c) reflecting on schoolchildren's responses, as an additional approach to prepare student teachers for city classrooms. Implementing this model positions future teachers to obtain pedagogical information from schools' primary constituents--schoolchildren. Doing so exemplifies democratic practice in a political yet public place called school. (Contains 1 footnote.)
International Association of Educators. 1971 South Orchard Street, University of Illinois, Urbana, IL 61801. e-mail: secretary@inased.org; Web site: http://www.inased.org/ijpe.htm
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A