与教师候选人一起模拟贫困,提高对贫困的认识

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Patricia Briscoe
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引用次数: 0

摘要

背景:研究表明,许多教育工作者对贫困的认识不准确或不完整,导致对生活在贫困中的学生产生刻板印象。对未来的教师来说,重要的是要更多地了解贫困的复杂性,这样他们就可以为学生、家庭和学校社区弥合误解和理解之间的差距。目的:本研究考察了教师候选人在参与体验式学习活动(即贫困模拟)的基础上对贫困的先入为主的想法和看法的变化。方法/方法:参与者(n = 94)是加拿大安大略省2年教师教育项目的最后一个学期。这项混合方法研究采用了社区行动贫困模拟、定量调查、大学生贫困感知跟踪调查和定性小组后讨论相结合的方法。研究结果/结论:结果表明,贫困模拟是打破教师候选人贫困观念和神话的有效工具,并为进一步加深理解提供了见解。启示:基于研究结果,贫困模拟是一个很有前途的教师教育项目的体验式学习过程,作为一种具有成本效益的、提高意识的练习,可以促进教师候选人更深层次的学习,并为他们教授生活在贫困中的学生做好更好的准备。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Poverty Simulation With Teacher Candidates to Increase Awareness About Poverty
Background: Research suggests that many educators hold inaccurate or incomplete perceptions of poverty leading to stereotyping of students living in poverty. It is important for future teachers to understand more about the complexities of poverty so they can bridge gaps between misconceptions and understanding for their students, families, and school communities. Purpose: This study examined teacher candidates’ preconceived thoughts and changes in perceptions toward poverty based on participation in an experiential learning activity (i.e., a poverty simulation). Methodology/Approach: The participants ( n = 94) were in their final term of a 2-year teacher education program in Ontario, Canada. This mixed-method study used a Community Action Poverty Simulation combined with the quantitative presurvey Undergraduate Perception of Poverty Tracking Survey and qualitative postgroup discussions. Findings/Conclusions: Results indicated that the poverty simulation was an effective tool for disrupting poverty perceptions and myths among teacher candidates and provided insight into further areas to increase understanding. Implications: Based on the findings, poverty simulations are a promising experiential learning process for teacher education programs as a cost-effective, consciousness-raising exercise that can prompt deeper levels of learning for teacher candidates and better prepare them to teach students living in poverty.
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来源期刊
Journal of Experiential Education
Journal of Experiential Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.20
自引率
20.00%
发文量
26
期刊介绍: The Journal of Experiential Education (JEE) is an international, peer-reviewed journal publishing refereed articles on experiential education in diverse contexts. The JEE provides a forum for the empirical and theoretical study of issues concerning experiential learning, program management and policies, educational, developmental, and health outcomes, teaching and facilitation, and research methodology. The JEE is a publication of the Association for Experiential Education. The Journal welcomes submissions from established and emerging scholars writing about experiential education in the context of outdoor adventure programming, service learning, environmental education, classroom instruction, mental and behavioral health, organizational settings, the creative arts, international travel, community programs, or others.
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