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Article
Embedding Culture in a Field Experience Seminar: Lessons Learned about Promoting Preservice Teacher Critical Consciousness in an Urban School Partnership
School-University Partnerships
  • Jennifer Jacobs, University of South Florida
  • Vanessa Casciola, University of South Florida
  • Katie Arndt, University of South Florida
  • Mashainah Mallory, University of South Florida
Document Type
Article
Publication Date
10-1-2015
Abstract

This article reports the research findings of teacher educator inquiry using qualitative methods examining how incorporating the topic of culture into the field seminar component of a newly developed urban school-university partnership influenced preservice teachers’ abilities to become critically conscious. After analyzing preservice teacher reflective journals, findings indicate that preservice teachers experienced an ebb and flow of critical consciousness as they developed an understanding of culture across the semester. In addition, preservice teachers engaged in various levels of praxis ranging from intent of action to enacting elements of culturally responsive teaching in the classroom. This study’s findings have implications for teacher education program development and stakeholder professional development in school-university partnerships.

Citation / Publisher Attribution

School-University Partnerships, v. 8, issue 2, p. 14-25

Citation Information
Jennifer Jacobs, Vanessa Casciola, Katie Arndt and Mashainah Mallory. "Embedding Culture in a Field Experience Seminar: Lessons Learned about Promoting Preservice Teacher Critical Consciousness in an Urban School Partnership" School-University Partnerships Vol. 8 Iss. 2 (2015) p. 14 - 25
Available at: http://works.bepress.com/jenniferjacobs/15/