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Learning to teach low socioeconomic ...

Jiang, Heng.

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Learning to teach low socioeconomic pupils: Pre-service teachers' understanding about education and social class differences in China.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Learning to teach low socioeconomic pupils: Pre-service teachers' understanding about education and social class differences in China./
作者:	Jiang, Heng.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2011,
面頁冊數:	245 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-12, Section: A, page: 4521.
Contained By:	Dissertation Abstracts International72-12A.
標題:	Teacher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3469582
ISBN:	9781124856186

Learning to teach low socioeconomic pupils: Pre-service teachers' understanding about education and social class differences in China.
Jiang, Heng.

Learning to teach low socioeconomic pupils: Pre-service teachers' understanding about education and social class differences in China. - Ann Arbor : ProQuest Dissertations & Theses, 2011 - 245 p.

Source: Dissertation Abstracts International, Volume: 72-12, Section: A, page: 4521.

Thesis (Ph.D.)--Michigan State University, 2011.

This study examines empirically what pre-service teachers learn from working with students of low socio-economic (SES) rural background during a cross-regional immersion internship in China. Drawing on the theory of boundary work in cultural sociology, this study attempts to explore the lived experiences of pre-service teachers and examine the mixture of cultural meanings appropriated by them for shaping their understanding and actions during the internship.

ISBN: 9781124856186Subjects--Topical Terms:

3172312
Teacher education.

Learning to teach low socioeconomic pupils: Pre-service teachers' understanding about education and social class differences in China.
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500 $a Source: Dissertation Abstracts International, Volume: 72-12, Section: A, page: 4521.
500 $a Adviser: Lynn M. Paine.
502 $a Thesis (Ph.D.)--Michigan State University, 2011.
520 $a This study examines empirically what pre-service teachers learn from working with students of low socio-economic (SES) rural background during a cross-regional immersion internship in China. Drawing on the theory of boundary work in cultural sociology, this study attempts to explore the lived experiences of pre-service teachers and examine the mixture of cultural meanings appropriated by them for shaping their understanding and actions during the internship.
520 $a In this study, I find that social class differences were not revealed as differences in socio-economic status only, but implicitly existent in student teachers' perceptions about their rural students in the form of symbolic (intellectual, cultural, and moral) boundaries. When the interns from the city meet with pupils from a rural village, they encounter the questions of how to teach children from a social class background different from their own. By identifying the symbolic boundaries that these interns marked among their rural students as well as between themselves and their students, I draw attention to the unexamined intellectual, cultural and moral boundaries that interns constructed to understand their students. I argue that the interns used these symbolic boundaries to guide their teaching and learned to reshape these boundaries during internship.
520 $a The present study suggests that in order to better prepare pre-service teachers to work with students from low socioeconomic background, the teacher educators need to understand how pre-service teachers evaluate their students by means of intellectual, moral and cultural criteria. In addition, explicit communication between mentors and interns about how to work with students from low socioeconomic background is helpful for interns to reflect upon their own presumptions about these students.
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