Expanding pre-service teachers’ notions of literacy and diversity
Abstract
In this paper, two teacher education researchers describe their inquiry to understand pre-service teachers’ conceptions of difference related to student learning. The specific research question is: how do pre-service teachers respond to difference in students? According to the deficit model in education, student failure in school is attributed to explanations that include genetics, physiological, or cultural/racial reasons (Valencia & Solórzano, 1997; Wiener & Cromer, 1967). Additionally, teachers adhere to the deficit model by assuming that children from certain backgrounds are incompetent because they do not do well in school. Too often, the deficit model is the norm with many teachers as they interact with students from cultural groups different from their own. These teachers tend to equate cultural differences as “deficits or disadvantages” (Bennett, 1986; 2003), and they ignore the effects of social class, race, gender and culture (Valencia & Solórzano, 1997).
Reference
Horton, J., & Pacifici, L. (2003). Expanding pre-service teachers' notions of literacy and diversity. In W. Trathen (Ed.), The 23rd Yearbook of the American Reading Forum. Retrieved from http://americanreadingforum.org/yearbook/index.shtml
Journal
Yearbook of the American Reading Forum
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
- Appalachian mountain area
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
Duration of Data Collection
Data Sources
Data Analysis Tools
- coding (emergent categories)
Researcher Positionality
Research Questions
How do pre-service teachers respond to difference in
students?
Is this research question explicit from the manuscript? Yes