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

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dc.contributor.authorPamela G. Fry
dc.contributor.authorLinda J. Mckinney
dc.date.accessioned2016-01-14T19:52:47Z
dc.date.accessioned2016-03-30T15:33:42Z
dc.date.available2016-01-14T19:52:47Z
dc.date.available2016-03-30T15:33:42Z
dc.date.issued1997-05-01
dc.description.abstractThe 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.en_US
dc.description.peerreviewYesen_US
dc.description.peerreviewnoteshttps://us.sagepub.com/en-us/nam/manuscript-submission-guidelinesen_US
dc.identifier.citationFry, P. G., & Mckinney, L. J. (1997). A Qualitative Study of Preservice Teachers' Early Field Experiences in an Urban, Culturally Different School. Urban Education, 32(2), 184-201. doi: 10.1177/0042085997032002002en_US
dc.identifier.doi10.1177/0042085997032002002en_US
dc.identifier.urihttp://hdl.handle.net/11244/24902
dc.language.isoen_USen_US
dc.publisherUrban Education
dc.rights.requestablefalseen_US
dc.titleA Qualitative Study of Preservice Teachers' Early Field Experiences in an Urban, Culturally Different Schoolen_US
dc.typeResearch Articleen_US

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