Tools to Increase Preservice Teacher Confidence While Discussing Controversial Identity Issues
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| Title: | Tools to Increase Preservice Teacher Confidence While Discussing Controversial Identity Issues |
|---|---|
| Language: | English |
| Authors: | Cathryn van Kessel, Kelcia Righton, Lea Lester, Jeff Schimel, Zahra Hussain, Cassidy Lindell |
| Source: | Texas Education Review. 2024 12(2):61-81. |
| Availability: | Texas Education Review. Available from: University of Texas at Austin, George I. Sanchez Building, 1912 Speedway, Austin, TX 78705. Tel: 512-471-7551; Fax: 512-471-5975; e-mail: txedreview@utexas.edu; Web site: https://review.education.utexas.edu/ |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Urban Schools, Student Attitudes, Intervention, Preservice Teachers, Racism, Attitudes toward Disabilities, Gender Bias, Social Bias, World Views, Metacognition, Program Effectiveness, Self Efficacy, Controversial Issues (Course Content), Consciousness Raising, Fear, Anxiety, Coping |
| Geographic Terms: | Texas |
| ISSN: | 2329-5724 |
| Abstract: | This collaborative, descriptive research project in urban Texas looked at the at the development, implementation, and student perception of effectiveness of a multi-stage pedagogical intervention in a classroom to help preservice teachers become more confident during discussions of controversial identity issues; specifically, ableism, classism, heterosexism, racism, and sexism. Researchers developed classroom experiences based upon worldview threat and defense as well as mindfulness, using qualitative analytic strategies to "foresee" and "assert" the effectiveness of these experiences via mid- and end-point course evaluation surveys. Participants felt more confident and capable when talking to others with differing worldviews due to the experiences and tools provided. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1441291 |
| Database: | ERIC |
| Abstract: | This collaborative, descriptive research project in urban Texas looked at the at the development, implementation, and student perception of effectiveness of a multi-stage pedagogical intervention in a classroom to help preservice teachers become more confident during discussions of controversial identity issues; specifically, ableism, classism, heterosexism, racism, and sexism. Researchers developed classroom experiences based upon worldview threat and defense as well as mindfulness, using qualitative analytic strategies to "foresee" and "assert" the effectiveness of these experiences via mid- and end-point course evaluation surveys. Participants felt more confident and capable when talking to others with differing worldviews due to the experiences and tools provided. |
|---|---|
| ISSN: | 2329-5724 |
