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American Preservice Elementary Teachers' Self-Reported Learning Outcomes from Participating in Korean Percussion Lessons in a Music-Methods Course
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Kang, Sangmi; Yoo, Hyesoo – Research Studies in Music Education, 2019
The purpose of this study was to examine American preservice classroom teachers' self-reported learning outcomes after partaking in a weekly Korean percussion ensemble in an elementary music-methods course. The preservice classroom teachers rehearsed a Korean percussion ensemble piece ("Samulnori") as their course routine for half of the…
Descriptors: Preservice Teachers, Music Teachers, Elementary School Teachers, Preservice Teacher Education
Into the Breakdown: Embracing Ethnographic Confusion in Challenging Nationalist Policy "Truths"
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Jaffe-Walter, Reva – International Journal of Qualitative Studies in Education (QSE), 2020
The policies and discourses of the Trump administration reflect such extreme examples of inhumane policies and racializing logic that they are easy to identify and call out. In this essay, I focus instead on the less obvious and more everyday processes of racialization and anti-immigrant sentiment that are taken up by various actors in schools. I…
Descriptors: Ethnography, Public Schools, Teacher Education Programs, Teacher Attitudes
Can We Say the "r" Word?: Identifying and Disrupting Colorblind Epistemologies in a Teacher Education Methods Course
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Pabon, Amber Jean-Marie; Basile, Vincent – Educational Studies: Journal of the American Educational Studies Association, 2019
Several educational researchers have critiqued the increasing marginalization of foundations coursework in teacher education programs within the United States. Situated within a teacher certification program at a Predominately White Institution without foundations courses, this self-study examined an English methods course designed to address this…
Descriptors: Teacher Education Programs, Methods Courses, Student Diversity, Cultural Differences
The Effect of Teacher Education Programs on Future Elementary Mathematics Teachers' Knowledge: A Five-Country Analysis Using TEDS-M Data
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Qian, Hong; Youngs, Peter – Journal of Mathematics Teacher Education, 2016
This article addresses the problem of how opportunities to learn in teacher education programs influence future elementary mathematics teachers' knowledge. This study used data collected for the Teacher Education and Development Study in Mathematics (TEDS-M). TEDS-M measured the mathematics content knowledge (MCK) and the mathematics pedagogical…
Descriptors: Teacher Education Programs, Mathematics Teachers, Elementary School Mathematics, Preservice Teachers
Critical Service-Learning: Learning through Experience to Advance Teacher Education
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Tinkler, Alan; Tinkler, Barri; Reyes, Cynthia; Elkin, Suzanna – Journal of Experiential Education, 2019
Background: The ability to effectively teach culturally and linguistically diverse students is critically important. Research has shown that providing teacher candidates educative experiences through critical service-learning can better prepare future teachers and can foster a social justice stance. Purpose: This study examines teacher candidates'…
Descriptors: Service Learning, Cultural Differences, Preservice Teachers, Teacher Education Programs
Multicultural Mathematics Dispositions: A Framework to Unveil Dispositions to Teach Culturally Diverse Students
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White, Dorothy Y.; Keels, Kirsten S.; DuCloux, Kanita K.; Carreras-Jusino, Ángel M.; González, Darío A. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2016
We used the Multicultural Mathematics Dispositions (MCMD) framework to analyze preservice teachers' (PSTs) dispositions to teach diverse student populations during a cultural awareness unit in a mathematics methods course. The framework is defined as a function of three constructs: openness, self-awareness/self-reflectiveness, and commitment to…
Descriptors: Teaching Methods, Mathematics Instruction, Preservice Teachers, Cultural Differences
Promoting Intercultural Competence in a Globalized Era: Pre-Service Teachers' Perceptions of Practices That Promote Intercultural Competency
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Nganga, Lydiah – Journal of International Social Studies, 2016
The teaching force in the United States of America is still predominantly white and monolingual. Yet, the U.S. population is rapidly becoming culturally and ethnically diverse. As a result, white teachers have expressed doubt in their efficacy in teaching students whose cultures are different than theirs (Helfrich & Bean, 2011). The purpose of…
Descriptors: Cultural Awareness, Preservice Teachers, Teaching Methods, Childrens Literature