Teachers Begin Developing Socio-Cultural Awareness in Early Field Experiences

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Publication TypeJournal articleAbstractThe research presented in this paper is a two-year, action research project examining the
impact of early field experiences on teachers placed in low-income, urban schools and
communities. The undergraduate pre-service students were concurrently enrolled in social
foundations of education and educational psychology courses. Qualitative data including
reflection journals and a range of class work chronicles teacher’s thoughts, feelings, and
actions as they struggled to tutor or complete projects with diverse elementary school
children. The researchers found that faculty-facilitated early field experiences combined
with social foundations course content helped early teachers in developing a ‘teacher persona’
and gaining a more critical understanding of the impact of culture and diversity on teaching
and learning early in their education program.AuthorThompson, C.Catapano, S.Date2013Publication CollectionNorthern Institute - Learning Communities: International Journal of Learning in Social ContextsVolume13/ 2013Page Number13-27CopyrightCC By. This work is licensed under the Creative Commons Attribution 3.0 Australia LicenseISSNISSN 1329-1440 (online)ISSN 2202-7904 (print)PublisherFaculty of Law, Education, Business and Arts CHARLES DARWIN UNIVERSITYPlace of PublicationDarwin