Abstract
This study was designed to develop more effective ways to address culture and cultural differences in the preparation of preservice teachers. Its purpose was to provide a more adequate preparation for working in high-need schools by assisting educators in the development of “habits of mind” that incorporate an understanding and valuing of students' cultures and a recognition of the need to consider those cultures in teaching practices. This paper reports data from the second year of a 5-year study that examined the experience of six preservice teachers. The data indicate that using ethnography as an observational tool helps preservice teachers become more aware of cultural differences.
Original language | English |
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Pages (from-to) | 3-12 |
Number of pages | 10 |
Journal | Action in Teacher Education |
Volume | 27 |
Issue number | 3 |
DOIs | |
State | Published - Oct 1 2005 |