Faculty Research

Title

Making Sense of Classroom Diversity: How can field instruction practices support interns' learning?

Document Type

Article

Publication Date

2010

Published In

Studying Teacher Education

Abstract

Because many American teacher education internships take place in suburban schools that are adjacent to large teacher education programs in need of many practicum placements, it is critical to consider what messages about diverse student populations are perceived in what may appear to be relatively homogeneous contexts. This year-long self-study of field instruction practices, grounded in a sociocultural perspective, investigated how five interns in a suburban school understood diversity, how their conceptions influenced their relationships with students and their curricular and instructional choices, as well as the strategies a field instructor used to support interns' learning to respond to student diversity.

Publication Information

Bates, A.J. & Rosaen, C. (2010) Making Sense of Classroom Diversity: How can field instruction practices support interns' learning?, Studying Teacher Education, 6(1), 45-61, DOI: 10.1080/17425961003669151

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