CUP Faculty Research
Title
Making Sense of Classroom Diversity: How can field instruction practices support interns' learning?
Document Type
Article
Publication Date
1-1-2010
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.
Published In
Studying Teacher Education
Recommended Citation
Bates, Alisa J. and Rosaen, Cheryl, "Making Sense of Classroom Diversity: How can field instruction practices support interns' learning?" (2010). CUP Faculty Research. 8.
https://digitalcommons.csp.edu/cup_commons_faculty/8
Source
Education Faculty Research