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Connecting Community and Culture

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Bibliographic Details
Title: Connecting Community and Culture
Language: English
Authors: Brown, Corine Meredith, White, Meg
Source: Journal of Education and Learning. 2014 3(1):134-139.
Availability: Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Peer Reviewed: Y
Page Count: 6
Publication Date: 2014
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teacher Education, Teacher Education, Urban Education, Cultural Awareness, Action Research, Context Effect, Instructional Effectiveness, Communities of Practice, Work Sample Tests, Teaching Methods, Constructivism (Learning)
ISSN: 1927-5250
Abstract: In order to be effective educators in the 21st century, it is essential for teacher candidates to develop a deep understanding of the culture and contextual factors surrounding their students' lives, and the ability to apply this understanding to classroom instruction. This action research study discusses how the implementation of teaching learning community propensities with Teacher Work Sample methodology provides a unique perspective for pre-service teachers to first examine the social context of urban students, and then to consider these contextual factors with the implications for effective instructional practices.
Abstractor: As Provided
Number of References: 24
Entry Date: 2015
Accession Number: EJ1076797
Database: ERIC
Description
Abstract:In order to be effective educators in the 21st century, it is essential for teacher candidates to develop a deep understanding of the culture and contextual factors surrounding their students' lives, and the ability to apply this understanding to classroom instruction. This action research study discusses how the implementation of teaching learning community propensities with Teacher Work Sample methodology provides a unique perspective for pre-service teachers to first examine the social context of urban students, and then to consider these contextual factors with the implications for effective instructional practices.
ISSN:1927-5250