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4752

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    • Northern Institute - Learning Communities: International Journal of Learning in Social Contexts
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    Previous: EditorialNext: Doing Philosophy at the Boundaries: Researching the Design of Health Multimedia with Doctors and Indigenous AustraliansPublications

    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
    Catapano, S., Teachers Begin Developing Socio-Cultural Awareness in Early Field Experiences (2013). Charles Darwin University, accessed 06/02/2023, https://digitalcollections.cdu.edu.au/nodes/view/4752
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