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ERIC Number: ED522304
Record Type: Non-Journal
Publication Date: 2010
Pages: 98
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1243-6095-9
ISSN: N/A
The Impact of a Cultural Immersion Experience in Building Cultural Competence of Preservice Teachers in Urban Schools
Moss, Felecia
ProQuest LLC, Ph.D. Dissertation, University of Florida
This study examines the reflections of preservice teachers in relation to their experiential knowledge gained through active learning of African American culture and their perceptions and beliefs concerning the home life of these students and their lives in the community. This action research study presents the results of a qualitative analysis of the on-line journal postings and class discussions of sixteen preservice teachers after a cultural experience designed to increase their knowledge of the attributes of African American culture. The research is designed to address the following question: How will participation in this community experience (visiting a community church) impact preservice teachers' knowledge of African American culture and their ideas about how to build on children's culture in the classroom? Findings reveal six lessons learned and four implications for culturally responsive teaching. This study shows how the experience enhanced their conceptual and practical knowledge of culturally responsive pedagogy. Implications for teacher educators are addressed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States