Pre-service education programs should recruit diverse inner-city students and validate their cultures and experiences¶

Strategy · All strategies
Evidence · no claims cited

Description¶

This strategy, offered by a novice teacher in the paper, directs pre-service program staff to go beyond recruiting inner-city majority students: they should "validate their culture and individual experiences" and learn from them to develop more effective education programs. He also urges professors to engage districts, unions, and parents in positive forums that help schools transform themselves.

Design Implications¶

Context¶

Requirements¶

• Pre-service program staff willing to treat diverse recruits' cultures and individual experiences as resources to learn from

Constraints¶

• The paper notes new teachers face districts without effective ongoing staff development and administrations that expect teach-to-the-test and traditional assessment without supplying necessary materials

Target Learners¶

• pre-service teachers from diverse backgrounds

Target Learning Goals¶

• developing culturally aware teaching practice

Related Strategies¶

• Build high-retention, supportive pathways into teaching for candidates of color
• Reduce barriers for diverse early childhood credential candidates through cost subsidies, flexible course logistics, cohort community, outreach, and specialized advising

Examples¶

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Key Sources¶

• Hulsebosch, Pat; Koerner, Mari. (1993). What Does Cultural Identity Have To Do with the Preparation of Teachers? Case Studies of "Culturally-Aware" Teachers. https://eric.ed.gov/?id=ED403553