A Qualitative Study of Preservice Teachers' Early Field Experiences in an Urban, Culturally Different School

Abstract

The purpose of this study was to better understand how to prepare teachers for a diverse student population. The study addressed the significance of field experiences by focusing on the following research question: How do preservice teaching experiences at an urban, culturally different school affect teaching practices? Using several data sources, four conceptual categories formed the study's interpretive themes: (a) attitudes toward culturally different people, (b) pedagogy, (c) career expectations, and (d) senses of preparedness. Findings indicated that this experience positively affected the cultural attitudes and practices of the participants, increased cultural awareness, altered career expectations, and influenced the preservice teachers' sense of preparedness to teach culturally different children.