“Not writing it out but writing it off”: Preparing multicultural teachers for urban classrooms
Abstract
Using data obtained from four prospective teachers, the writer examined the preparation of multicultural teachers for urban classrooms. She presents results on the development of prospective teachers' understanding of a diverse context through immersion and on the impact of process writing.
Reference
Abbate-Vaughn, J. (2006). “Not writing it out but writing it off”: Preparing multicultural teachers for urban classrooms. Multicultural Education, 13(4), 41-48.
Journal
Multicultural Education
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
- Ethnographic
- Qualitiative
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
- field placements (not related to methods courses)
- University
Preservice Participants
- undergraduate preservice teachers
Preservice Sample Size
4
Other Participant Data
- Mentors (experienced teachers)
- University instuctors
Duration of Data Collection
Data Sources
- fieldnotes
- Informal conversations
- journal entries
Data Analysis Tools
- coding (emergent categories)
- Discourse analysis (conversational analysis)
Researcher Positionality
- inside (staying their own students)
Research Questions
How do prospective teachers develop understanding of a diverse context through immersion?
Is this research question explicit from the manuscript? Yes
How does process writing impact the development of prospective teachers' understanding of a diverse context through immersion?
Is this research question explicit from the manuscript? Yes