Examining Cultural Conflict in Urban Field Experiences through the Use of Reflective Thinking. Draft.

Autor/inn/en	Farber, Kathleen S.; Armaline, William D.
Titel	Examining Cultural Conflict in Urban Field Experiences through the Use of Reflective Thinking. Draft.
Quelle	(1992), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Control Groups; Cultural Awareness; Cultural Differences; Culture Conflict; Experimental Groups; Field Experience Programs; Logical Thinking; Preservice Teacher Education; Self Evaluation (Individuals); Student Teachers; Urban Culture; Urban Teaching; Urban Youth + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Kultureller Unterschied; Kulturkonflikt; Praxisnahes Lernen; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Stadtkultur; Urban education; Stadtteilbezogenes Lernen; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend
Abstract	This study assessed the influence of reflective thinking on the early field experiences of preservice teachers who later taught in urban settings that were radically different from those they experienced as students. Reflective thinking refers to consciously identifying and defining schooling and classroom problems, generating reasonable "guiding ideas" or hypotheses, and testing them through intelligent action. The study combined scholarly activity explicating and operationalizing the concept of reflectivity with quantitative and qualitative data. Fifty-six male and female education students in urban field sites were divided into a control group (n=28) given a typical early field experience and an experimental group (n=28) given an experience designed to develop reflective thinking through reflective sessions following each weekly classroom experience. Both groups kept journals and completed a narrative evaluation of their experience, and both groups were tested for logical thinking. Test results show that the control group had slightly higher logical reasoning ability than the experimental group. Analysis of the journals found that the treatment group wrote more, in greater detail and depth, and with more analysis and application of a variety of issues that affect schooling success than did the control group. The treatment group analyzed themselves more deeply in terms of understanding differences between their culture and their students' cultures. Included are 2 tables and 40 references. (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC