This qualitative study focused on the development of reflective practice with preservice teachers through a framework during an early field experience. The framework provided an explicit structure for the preservice teachers to investigate four focus areas (teachers role, active learning, culture, and assessment). The preservice teachers explored a focus area, dialogued via e-mail with a peer, and then discussed their findings in small groups. The preservice teachers were given a pre and post survey that queried them about their beliefs related to the four focus areas and the concept of reflection. Content analysis of the explanatory statements on the survey, dialogue e-mails and written reflections after small group discussions, and focus group interviews guided a systematic examination of the data. The dialogue e-mails and written reflections were also analyzed using a rubric for reflective levels. The survey results indicated that while a substantial number of preservice teachers maintained the same belief after experiencing the framework of inquiry into practice, an equal or greater number of preservice teachers changed. These preservice teachers became more student-focused as the semester progressed. They also became increasingly self-critical of their own teaching practices which led them to alternative approaches. Consequently, these preservice teachers were able to articulate their beliefs in the context of teaching. The structure of the framework provided opportunities for the preservice teachers to rehearse reflective practice; thus teacher educators have an explicit methodological model for developing reflective practitioners. Moreover, the preservice teachers indicated that the framework increased self-monitoring which facilitated analysis of their teaching. The preservice teachers documented flexibility in reference to instruction to meet the needs of their students. Finally, this study indicates that beliefs may be more fluid than originally thought, but restructuring reflective assignments in preservice teacher programs to include an authentic audience is an important component of developing reflective practice. Additionally, restructuring teacher education to include opportunities in which preservice teachers investigate specific focus areas linked to course requirements may be an additional path to bridge the gap that preservice teachers believe exists between the university and school realities.

It is estimated that by the year 2020, African American, Latino, Asian American, and Native American groups will comprise 40% of the population. This implies that we must be equipped to teach students from both genders and various ethnic groups efficiently through educational systems that promote diversity, equality, and empowerment. Due to the teaching force becoming more female and white, while the student population is becoming more diverse, teacher educators and pre-service teachers need to learn and accept that diversity and multicultural education goes beyond celebrating holidays and sampling ethnic dishes. Therefore, it is paramount that teachers increase their awareness about issues related to multicultural education. The purpose of this research study was to examine an education program and its job in promoting and facilitating tactics that embrace multicultural education ideologies. Thus, a teacher education training program's efforts to provide pre-service teachers with knowledge and experiences in issues related to diversity and multicultural education were investigated. Three questions guided this study (a) Do student teaching/internship experiences affect teachers' attitudes about multicultural education and diversity, (b) Do pre-service teachers believe they are knowledgeable about cultural diversity and teaching minority students, and (c) Do pre-service teachers believe their internship address issues of diversity? An analysis of survey and focus group data indicated that teachers believed they were knowledgeable about multicultural education. However, the data gathered also indicated the need for teacher education programs to improve their efforts in providing pre-service teachers with opportunities to learn and apply their knowledge in teaching minority students.

Thesis (Ph. D.)--Ohio State University, 2003. / Title from first page of PDF file. Document formatted into pages; contains xii, 286 p. : ill. Includes abstract and vita. Advisor: Shelley D. Wong, College of Education. Includes bibliographical references (p. 232-238).

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The purpose of this study was to determine whether there were differences in attitudes and perceptions between students enrolled in the curriculum component of an urban elementary teacher education program at the State University College at Buffalo, New York, and a comparable group of students enrolled in the curriculum component of the regular elementary teacher education program in relation to self and selected aspects of the urban environment. The study also attempted to identify experiences which the students in the experimental group perceived as effecting changes in self concept, understanding of self and others, and perceptions of the urban child, school, and community.The subjects for this study included an experimental group of twenty-five students whose professional laboratory experience took place in urban schools and a control group whose laboratory experience took place in suburban schools. The control group was selected from students who had no urban experience. Weekly curriculum seminars in elementary education were conducted with both groups.Two instruments were used to collect data. The Self Concept Inventory was administered to students before and after the experience. The Opinions About Target Area Schools was administered at the completion of the experience. In addition, students in the experimental group were interviewed.The statistical treatment applied to the quantitative data was the t-test between correlated means to determine significance of differences within each group and independent t-tests to determine significant differences between groups. Quotations obtained from the interviews provided qualitative data relating to self concept, understanding and awareness of self and others, and attitudes toward selected aspects of the urban environment.From the analysis of data, the following conclusions were presented:1. Students having an urban laboratory experience had more positive views of the inner city than students who did not have an urban experience. These views were influenced by interpersonal relationships and experiences within the urban community and by college seminars dealing with personal feelings, attitudes and understandings.2. Teacher preparation programs developed to provide preservice teachers with urban experiences can make a positive difference in the attitudes of these students toward the urban environment.3. By establishing an inconsistency between what students believed to be true prior to the urban experience and what they, in fact, experienced, it appeared that it was possible to alter or modify student attitudes.4. Students reported increased awareness, understanding, and/or acceptance of cultures other than their own, following the urban experience.5. Students identified experiences which contributed to positive change in their attitudes and to their growth as future teachers.6. Students who had professional laboratory experience in urban areas expressed a preference for teaching in urban schools, in contrast to students who did not have this experience.7. Both groups tended to have more positive views of self on the posttest, though only the experimental group showed significant gains on the total test. However, when these gain scores were compared with the gain scores of the control group, there was no significant difference between groups. The experience of working with children in either setting may have positively influenced attitudes toward self.8. The establishment of programs designed and implemented to prepare teachers for urban areas are desirable, feasible, and necessary.

Thesis (M.H.S.A.)--University of Michigan, 1976.

Thesis (M.H.S.A.)--University of Michigan, 1976.

Thesis (Ph. D.)--University of Washington, 2005. / Vita. Includes bibliographical references (leaves 86-94).

Thesis (M.Sc.)--Memorial University of Newfoundland, 2004. / Bibliography: leaves 84-90.

Thesis (Ph. D.)--West Virginia University, 2007. / Title from document title page. Document formatted into pages; contains ix, 145 p. : ill. Includes abstract. Includes bibliographical references (p. 92-104).