Production in a K-8 Teacher Preparation Program, 6
(3), 328-341. Retrieved February 24, 2010 from EBSCO
Host Academic Search Complete.
Authors, Leslie Hall, and Roxanne Hudson created a unique way to better prepared teachers for the diverse classrooms they will encounter. Faculty members are used in one education program to foster integration of content and skills in various courses. Hall and Hudson believe a teacher must have a clear understanding of how content can be included in the use of video productions for all students. This will provide teachers to better scaffold the experience for the children. Students today have learning challenges caused by their diversity due to language differences, poverty, and disability. These authors believe this requires a teacher who is well prepared to teach ALL students in their classroom. One of the problems that prevent this from happening is, only 13% of teachers are from culturally and linguistically diverse backgrounds. Many preservice teachers do not have the necessary skills to work effectively with diverse students. This makes teaching them difficult, and many teachers are not willing to teach students from backgrounds different than theirs. This study determines if attitudes and knowledge among the preservice teachers have changed. The outcome did show that it had improved; however, it did show also that a large amount of teachers reported neutral responses about their knowledge, and this is troubling. The authors suggest possible solutions to this problem. One thing they can do is; consider the fact that it takes an unusual mature young teacher to venture into relationships with families and communities that are unlike their own. Another recommendation would be to enhance video technology integration in K-12 classrooms. This would make technology integration more authentic in teacher preparation programs. Teachers can use storytelling an opportunity for them to explore personal identities, that will affect their teaching. Weekly video storytelling will also give undergraduate teachers a chance to relate their experiences of working with students from cultural and economic backgrounds different from their own. Undergraduate teaches participated in a 10 week study, using a technology course designed to produce evidence of their learning about diversity. This technology based study enabled faculty members to scaffold the experience for students. The powerful role technology can play in teaching and learning for both student and teacher should increase.
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