NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ902529
Record Type: Journal
Publication Date: 2010
Pages: 12
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-1935-3308
Scaffolding Culturally Relevant Pedagogy: Preservice Teachers in an Urban University/School Collaboration
Morton, Mary Lou; Bennett, Susan
Journal of Ethnographic & Qualitative Research, v4 n3 p139-150 2010
In this study, we examined dynamics of pedagogical involvement of 39 preservice teachers (PST) as they tutored students at a charter school serving lower income, diverse students. We qualitatively analyzed PSTs' initial predictions, refections following each tutoring session, our observations of college students' lessons, and final anonymous feedback to investigate PST growth in developing culturally relevant pedagogy. PSTs made progress in adjusting lessons to incorporate tutees' experiences and interests and recognized the importance of establishing positive relationships. The teachers attributed much of the third-graders' progress on standardized tests to this one-on-one work with college students. We included suggestions for improving the methodology. This study has implications for field experiences in teacher education, teaching diverse students, and school/university collaborations. (Contains 1 figure.)
Cedarville University. 251 North Main Street, Cedarville, OH 45314. Tel: 937-766-3242; Fax: 937-766-7971; e-mail: jeqr@comcast.net; Web site: http://www.cedarville.edu/jeqr
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A