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Developing cultural attitudes in teacher candidates through a cross-cultural service learning intervention: A mixed methods study
Abstract
The primary purpose of this study was to ascertain the impact of an intense cultural classroom experience combined with a cross-cultural service-learning intervention experience on the cultural attitudes of teacher candidates. The research focused specifically on the study of the Lakota culture both currently and in the historical context and then quantitatively measured and qualitatively described the cultural intervention and immersion of 13 teacher candidates; each intensely studied Lakota culture in classrooms and community-service learning agencies on a Lakota Indian Reservation. The research revealed a significant impact on the cultural attitudes of teacher candidates. The findings indicated that an intense cultural classroom study combined with a holistic cross-cultural community-service learning intervention and classroom field experience can help develop cultural attitudes in teacher candidates. The quantitative data indicated a significant difference from Phase 1 to Phase 2 and from Phase 1 to Phase 3 and an increase, although not significant, from Phase 2 to Phase 3. Qualitative findings indicated that participants looked deeply at themselves to understand differing worldviews, internalized the experience, and believed that it would impact their future teaching. Recommendations include designing similar learning opportunities and providing appropriate support while challenging teacher candidates to develop the cultural attitudes necessary to advocate for all learners in their future classrooms.
Subject Area
Educational administration|Teacher education
Recommended Citation
Valentine, Victoria L. Ringling, "Developing cultural attitudes in teacher candidates through a cross-cultural service learning intervention: A mixed methods study" (2010). ETD collection for University of Nebraska-Lincoln. AAI3397865.
https://digitalcommons.unl.edu/dissertations/AAI3397865