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...
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Self-Efficacy: A Definition Social Cognitive Theory Triangulation Data analysis Teacher Self-Efficacy Problems for the researcher Data Analysis and Related Literature review. Baseline Group Gender Deviation Age Deviation Comparison of data with other literature in the field. Everyday Integration Efficacy, Self-esteem, Confidence and Experience Barriers to use Integration paradigm. Co-oping and Project design. Organizational Climate Teacher Integration Education. Meta-evaluation of data and related literature. Data Analysis and Comparison Recommendation for Further Research Data Review Report Teacher efficacy in the classroom is facilitated by a number of different factors for different professions. However,
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