Exploring Pre-service Teachers' Conceptions of Culture Through Digital Storytelling
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Society for Information Technology & Teacher Education International Conference (SITE) 2010
San Diego, CA, USA
March 29, 2010
David Gibson & Bernie Dodge
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Table of Contents
Helping pre-service teachers to be adequately prepared to meet the needs of increasing diversity in American society is a pressing concern of today's teacher preparation programs. Teacher candidates learn about multi-cultural education, culturally responsive teaching, and/or culturally responsive pedagogy, but understanding of the complex concept of culture cannot be assumed. In this study, we examine pre-service teachers' conceptions of culture through a qualitative, video analysis of these students' individual digital stories. This study is guided by two research questions: 1) How do pre-service teachers define and understand "culture?" and 2) What values and beliefs regarding culture do pre-service teachers bring toward their future teaching practice? An inductive analysis of student stories was conducted, resulting in several emic themes. Finally, we address how analysis of students' work can be used to strengthen teaching of the concept of culture to teacher candidates who will be teaching in increasingly diverse environments.
Reeves, A.G., Theodore, P.A. & Afolayan, M.O. (2010). Exploring Pre-service Teachers' Conceptions of Culture Through Digital Storytelling. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 1161-1164). Chesapeake, VA: AACE. Retrieved December 5, 2013 from http://www.editlib.org/p/33512.
- Digital Storytelling as Narrative Pedagogy
- Digital Storytelling and its Practical Usages as a Dissemination Tool
- Implementation of Digital Storytelling in the Classroom by Teachers Trained in a Digital Storytelling Workshop
- Beyond Journals: Using Digital Storytelling to Encourage Meaningful Teacher Reflection
- In-service Teachers and Technology Integration: Digital Storytelling Reduces Teachers’ Management Concerns in the Concerns-Based Adoption Model (CBAM)
- Digital Storytelling Viewed through a Post-process Lens
- Storytelling as a Strategy for Integrating Technologies into the Curriculum: An Empirical Study with Post-Graduate Teachers
- Identity, Efficacy, and Inclusion in the Classroom through Digital Storytelling
- Tapping Student Creativity and Enthusiasm with Digital Storytelling in the K-12 Science Classroom: Guiding Success Stories and Avoiding Hollywood
- Effects of Writing for Digital Storytelling on Writing Self-Efficacy and Flow in Virtual Worlds
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