Revolutionizing Teachers’ First Year on the Job
Dr Mayra Daniel.
Pre-service teachers participated in a year long Professional Development School Program designed to increase participant awareness of the effects of student diversity on curriculum development. The vision of university faculty was to provide an extended immersion experience to increase future teachers’ awareness of the populations in schools.
Candidates completed a community based ethnographic experience. They learned how to conduct an ethnography. Assignments required observations, field notes, reflection, and a final paper and presentation at a conference. Participants were asked to focus on interpersonal interactions, behaviors, and language. Teacher interviews were conducted three times the first year the teachers had their own classroom.
All data were coded for preliminary and final categories. Data revealed the ethnography helped the pre-service teachers see themselves as agents of social change and face the reality of race and privilege in the United States.
Dr Mayra Daniel (United States)
Department of Literacy
Northern Illinois University