Enhancing Culturally Responsive Pedagogy: Problems and Possibilities.
1993; Volume: 20; Issue: 3 Linguagem: Inglês
ISSN
0737-5328
Autores Tópico(s)Collaborative Teaching and Inclusion
ResumoAfter the third day in her early field experience, Kathleen, a freshman education major, wrote in her journal, went directly to my corner and looked at the list of what I was to do for the day. list was much longer than before. Some of the children re membered me, but the majority didn't. Her class mate, Teresa, logged this entry after her final day in the field: thought there would be promise, as the quarter progressed, to become more actively in volved, but it's like I'm the invisible grader. Contrast these images of early field experiences with those of two other classmates. Kimberly de scribed her first day in the field this way: The kids really blew me away. They are so bright and eager to learn. minute they came through the door they asked me to read with them. It was a great feeling. And Sarah, who was enrolled in two different field
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