German and American Pre-service Teachers' Knowledge and Dispositions towards Understanding Vulnerable Populations
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| Title: | German and American Pre-service Teachers' Knowledge and Dispositions towards Understanding Vulnerable Populations |
|---|---|
| Authors: | Adriana L. Medina, Anselm Böhmer, Tehia Starker-Glass, Sejal Parikh Foxx, Marsi Franceschini |
| Source: | International Research and Review. 2023 12(2):19-37. |
| Availability: | Phi Beta Delta, Honor Society for International Scholars. Administration Building Rooms 148 & 150, 5500 University Parkway, California State University, San Bernardino, CA 92407. Tel: 909-537-5018; Fax: 909-537-7458; e-mail: staff@phibetadelta.org; Web site: http://www.phibetadelta.org/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Preservice Teacher Education, Teacher Role, Foreign Countries, German, Anglo Americans, At Risk Students, Teacher Attitudes |
| Geographic Terms: | Germany, United States |
| ISSN: | 2167-8669 |
| Abstract: | Teachers serve as accessible personnel capable of identifying student vulnerability and suggesting resources and opportunities. To serve in this capacity, teachers need to identify vulnerabilities and know about resources. This study included 52 American and German preservice teachers (PSTs) who were given a scenario and asked to identify who needed help, label the vulnerability, and respond to the scenario. Findings indicated PSTs from both countries had limited insight into community resources, concerns regarding vulnerabilities, and predispositions toward vulnerable populations. Suggestions for providing PSTs with opportunities to understand complex social systems, connecting PSTs to services, and introducing systemsthinking within teacher education programs are offered. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1406897 |
| Database: | ERIC |
| Abstract: | Teachers serve as accessible personnel capable of identifying student vulnerability and suggesting resources and opportunities. To serve in this capacity, teachers need to identify vulnerabilities and know about resources. This study included 52 American and German preservice teachers (PSTs) who were given a scenario and asked to identify who needed help, label the vulnerability, and respond to the scenario. Findings indicated PSTs from both countries had limited insight into community resources, concerns regarding vulnerabilities, and predispositions toward vulnerable populations. Suggestions for providing PSTs with opportunities to understand complex social systems, connecting PSTs to services, and introducing systemsthinking within teacher education programs are offered. |
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| ISSN: | 2167-8669 |
