Teaching That Play a Role Term Paper

Download this Term Paper in word format (.doc)

Note: Sample below may appear distorted but all corresponding word document files contain proper formatting

Excerpt from Term Paper:

Multicultural education researchers and educators agree that preservice teachers' attitudes, beliefs, and understandings are important: foci in multicultural education coursework (Cochran-Smith, 1995; Grant & Secada, 1990; McDiarmid & Price, 1993; Pohan, 1996). Teacher attitudes and beliefs influence teaching behaviors, which affect student learning and behavior (Wiest, 1998)."

1996 study used 492 pre-service teachers to try and gauge the attitudes and beliefs among the group when it came to understanding diversity and cultural differences in students (Wiest, 1998).

A decade earlier leading education experts Hollingsworth was able to identify a method for helping students of teaching to challenge their convictions and apply them to their careers.

Many advocates of multicultural education suggest that field experiences be included in preparing teachers to work with diverse student populations (Pohan, 1996; Sleeter, 1995; Tellez, Hlebowitsh, Cohen, & Norwood, 1995). Sleeter (1995) describes some investigations, such as miniethnographies, that her students conduct: I regard extended contact with another group on its own 'turf' as essential in the education of White teachers (Wiest, 1998). In my own life, this has certainly been the case. In the courses I teach, prior to community-based field experiences students tend to comprehend material at an intellectual level only, and their discussions are often rather sterile. After spending some time in a community setting dominated by another sociocultural group, students begin to confront their own fears, misconceptions, and ignorance (Wiest, 1998)."

This project provided a sociocultural project to student teachers.

The students attended the University of Nevada. Each student was expected to spend an hour in another culture and learn about that culture.

The purpose of the assignment is to help students gain knowledge about another culture and insight into how it feels to be a member of a minority culture, one with subordinate status in society (Bennett, 1995). Students participate in an unfamiliar culture for a minimum of 1 hour and then speculate how what they have learned might apply to classroom teaching (Wiest, 1998)."

The data for the study was gathered through the write ups that the students were required to turn in regarding their cultural immersion experience.

There were 86 papers turned in and a constant-comparative technique was used for the data analysis (Wiest, 1998).

Using this method allowed various categories to emerge in a natural course of progression.

The following categories recurred during the analysis which gives strength to their importance in the study assignment (Wiest, 1998).

New Information About Specific Cultures

The teachers agreed that having information about other cultures gave them a more relaxed attitude about the cultural differences that they would encounter in the classroom. This will benefit the students as the teachers will be less inclined to prejudge based on a student's culture or skin color (Wiest, 1998).

Challenged Beliefs and Understandings

This was an important emerging category according to the study as it provides the teachers with an opportunity to challenge what they may have believed about a specific culture. This is important to the attitudes and beliefs of teachers as it helps to erase the preconceived notions that the teachers may have had before the study was conducted (Wiest, 1998).

Enhanced Personal and Professional Skills

Enhancing personal and professional goals may be a self serving by product of the study but it can also be viewed as a positive aspect of the study results. Regardless of why the student teachers want to develop better and more positive attitudes the end result is that they did develop more positive attitudes and beliefs which will benefit the students that they encounter in the classrooms (Wiest, 1998).

Students were initially very uncomfortable and displeased with the project, the first assignment of the semester (Wiest, 1998). Prior to and during the experience, many students reported a variety of anxieties including nausea. Afterwards, they overwhelmingly endorsed the project as a valuable and memorable experience, for many the most important course assignment (Wiest, 1998). One said, This experience is an excellent mean[s] for understanding the feelings of a minority culture (Wiest, 1998). My biases and prejudices were erased, despite my uncomfortableness in the situation (Wiest, 1998). Not only did I experience what it means to be a minority in another culture, but I also came to understand that culture better (Wiest, 1998)."

There were obstacles and limitations of the study. One limitation was when several students chose cultures that were not very different from what they were used to. This created a weaker change in attitude and did not create a strength in confidence when "Furthermore, some made little effort to immerse themselves in the activity. One student reported sitting at the bar in a gay night club drinking beer, interacting with no one during his visit, and feeling that some gay men stared at and made fun of him. His apparent resistance to the situation, gleaned from his other comments, and his lack of attempts to communicate with anyone might have influenced others' behavior or his interpretation of it (Wiest, 1998). "

The study is a foundational step in understanding the importance of teacher attitudes and beliefs as they impact the students that they teach as well as their own professional advancement.

A project such as this only scratches the surface of needed multicultural learning. More extended, in-depth, and comprehensive experiences, such as those Sleeter (1995) and Tellez et al. (1995) propose, are paramount. Whatever the duration and frequency of experiences aimed at increasing students' cultural knowledge and sensitivity, these experiences should include study of subject matter both from an intellectual standpoint and personal immersion with the whole of oneself (Wiest, 1998)."

The below chart illustrates why there may be a problem with attitudes and beliefs of teachers when it comes to expectations of low income or ethnic students. As the chart indicates there are very few ethnic students in the nation's school system.

Arkansas Teachers

Hispanic White Black Asian Native http://www.sedl.org/scimath/compass/03-2002/images/ar.gif

Mathematics 0% 91 8-0.2-0.2 Biology 0% 90 9-0.2-0.2 Chemistry 0% 95 5-0-0 Physics 0% 97 3-0-0 New Mexico Teachers

Hispanic White Black Asian Native http://www.sedl.org/scimath/compass/03-2002/images/nm.gif

Mathematics 19% 78 1-1-1 Biology 14% 83 0.5-0.5-2 Chemistry 10% 89 0-1-0 Physics 8% 92 0-0-0 Oklahoma Teachers

Hispanic White Black Asian Native http://www.sedl.org/scimath/compass/03-2002/images/ok.gif

Mathematics 0.1% 95 2-0.2-3 Biology 0.4% 94 2-0.2-3 Chemistry 0.4% 96 1-0-3 Physics 1% 97 1-0-2 Texas Teachers

Hispanic White Black Asian Native http://www.sedl.org/scimath/compass/03-2002/images/tx.gif

Mathematics 12% 80 7-1-0.2 Biology 12% 79 8-1-0.5 Chemistry 9% 84 5-1-1 Physics 7% 89 2-1 1


The above chart helps to provide an explanation about teachers attitudes and beliefs when it comes to their expectations of ethnic students as a whole.

In the same way that diversity is a growing element of today's educational elements technology has become a key player in the classroom.

A teacher's attitude about technology in the classroom can have a significant impact on the method and frequency that technology is used for instruction. This is an important element to study because if a teacher has a poor attitude about technology that will have a negative impact on the decisions the teacher makes with regard to instruction and the students that come under that teacher's guidance will be deprived of current technological abilities within the classroom and possibly in the future.

A group of teacher educators researched their implementation of technology while trying to remain consonant with their philosophical frameworks (Hausfather, 2002). Four themes cut across the collected narratives (Hausfather, 2002). Commitment toward change describes the background attitudes and beliefs that propelled them to explore changes to their practice. Obstacles to using technology involved challenges in the teaching and learning environments (Hausfather, 2002). Struggles in using technology within instructional contexts highlights shared pedagogical concerns. Finally, attitudes toward technology use, outlines shifting understandings and their effect on their attitudes as teacher educators (Hausfather, 2002). "

Once the study was concluded there were three important factors that were identified.

A match between the use of technology and the goals of instruction was necessary (Hausfather, 2002).

Technology tended to make tasks more complicated, limiting the ability to incorporate technology into teaching (Hausfather, 2002).

Perhaps more important than the exploration of technology as an instructional tool, however, was the insight gained into their own philosophies of teaching and learning through participation in the narrative of collaboration, and the ability to submit self-narratives for discussion by groups of colleagues (Hausfather, 2002). "

One case study involved four teachers that came together with the instruction to incorporate more technology into their instruction decisions and practices.

One strength of the task and the final research about the success of the task was the fact that they worked together and believed that a collaborative effort would garner a more productive and successful end result.

One strength of the group was the fact that one of the teachers was an educational technologist who was completely comfortable with the requirement to incorporate multimedia into class and coursework.

Of course, they all realized the ever-growing role of technology in teacher education. The need for incorporating existing…[continue]


  • How the Environment Plays a Role in Learning

    Environment Plays a Role in Learning Development of human beings has always been due in part to the effects the environments they belong to and are part of contribute thereto. The "in part" does not mean a minor factor but an extensive one especially in the milieu of learning. Thus, the physical, social, cultural, political, economic and other environments play significant roles in learning and development especially if these are

  • Environment Plays a Role in

    Also, the fact that other economic factors need consideration cannot be overlooked. We have to consider the financial aspects where the student is pre-occupied with his/her situation instead of focused on the learning outcome. At the educational level we need to understand that if a student has chosen to get back to school and to improve his/her knowledge to better his/her career, an already educated student will have lesser problems

  • Teaching English as a Second Language in

    Teaching English as a Second Language in Middle School The teaching of ESL (English as a second language as countered to as a language that is foreign) has usually been a specialized activity that is experienced by, if not preserved for, individuals that are conventionally mentioned to as native speakers that are native English. Since there are now a lot more nonnative language ESL teachers than there were before, the area

  • Teaching I Am a Recent

    I am currently taking a teaching preparatory course that enables me to go to a local elementary school (K-1 center) three days a week where I work in a classroom with the teacher and her students. I am enjoying this experience a great deal. I believe that these small children are our nation's future. There's nothing that gives me greater joy than helping them build a solid foundation to succeed

  • Siddhartha Asceticism Played a Major

    What Siddhartha gained from his encounter with the ascetics was, ironically, a lesson about how asceticism is insufficient on its own to aid the quest for enlightenment. Asceticism was for Siddhartha like a drug: a means to escape the world or a promise of inner peace. The author describes Siddhartha's asceticism like an addiction in Chapter Two, describing the intense lifestyle as a predictable, perpetual cycle that leads the

  • Teaching Assistants The Role of Teaching Assistants

    Teaching Assistants: The role of teaching assistants is to facilitate access to the curriculum, enable autonomous learning, and promote inclusion. During their work, these professionals sometimes work with pupils with learning disabilities, hearing or visual impairment, physical disability, communication problems, and those experiencing difficulties in behaviors. Consequently, teaching assistants play a critical role to enable a pupil to accomplish increased autonomy, greater social awareness, achieve higher academic standards, and feel a

  • Teacher Efficacy Connecting Teacher Efficacy

    The ultimate goal is to increase student achievement by improving the hiring process by adding another layer of screening, namely teacher efficacy. The following aims will support the ability to achieve these goals. Aim 1: To evaluate the association between full and part time faculty regarding the characteristic of teacher efficacy. Hypothesis One: Part-time teachers sampled will report statistically lower teacher efficacy scores than will sampled full time faculty in business

Cite This Paper:

"Teaching That Play A Role" (2006, July 30) Retrieved October 20, 2016, from http://www.paperdue.com/essay/teaching-that-play-a-role-71351

"Teaching That Play A Role" 30 July 2006. Web.20 October. 2016. <http://www.paperdue.com/essay/teaching-that-play-a-role-71351>

"Teaching That Play A Role", 30 July 2006, Accessed.20 October. 2016, http://www.paperdue.com/essay/teaching-that-play-a-role-71351

Leave a Comment

Register now or post as guest, members login to their existing accounts to post comment.

Read Full Term Paper
Copyright 2016 . All Rights Reserved