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The Role Mentoring Plays in a White Female Novice Teacher's Perceptions of Her Enculturation into a Culturally Diverse Campus

机译:指导在白人女性新手教师对文化多元化校园的文化培养中所扮演的角色

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摘要

Many of America's schools are populated with diverse student populations, while the teaching population remains largely White. This creates dissonance for White teachers and students of color. Possibly mentoring can assist novice White teachers as they enculturate into the profession and their culturally diverse campuses. This qualitative research, conducted from an Interpretivism paradigm, used a case study of a White female novice teacher at a culturally diverse campus to understand the role mentoring played in a White female novice teacher's perceptions of her enculturation into a culturally diverse campus. Several methods of data collection were used, including 9 semi-structured interviews with the novice teacher, email dialogues, 3 days of shadowing, as well as two semi-structured interviews with the subject's principal and mentor. The data was analyzed using the constant comparative method.This White female novice teacher taught at a campus with a large Hispanic student population. She struggled to feel confident in her work and in her relationships with her mentor, her fellow teachers, her administrators, her students and their parents. She relied heavily on her faith and her fellow novice teacher and teammate. Her mentor visited her once a week. She liked her mentor, but never felt she received the assistance desired. She recognized she knew little about the Hispanic culture of her students; she was willing to learn more, but failed to see her own privileged membership in the dominant White culture and its effect on interactions with her students.The discussion of this study looks at the structuring of an effective mentoring program for novice teachers, and the new teacher?s frustrations with the mentoring received; her relationship struggles with her principal and other staff, but also some successes in forming friendly relationships; her desire to understand her Hispanic students and their culture, yet her inability to see her membership in the dominant culture, as well has her school and district's "color-blind" approach to race; and her perceptions of her enculturation into the profession of teaching. The conclusions of this study discuss mentoring new teachers, the role of principals in the induction of new teachers, cultural differences between teachers and students, and the influence of faith and character with a teacher and his/her teaching.
机译:美国的许多学校人口众多,而教学人口仍然大部分是白人。这使白人教师和有色学生产生不和谐。可能的指导是,在白人教师进入该专业及其文化多元的校园中时,可以为他们提供帮助。这项定性研究是从诠释主义范式中进行的,该案例研究以一个白人女新手老师在一个文化多元的校园中为例,以了解指导在白人女新手对她的文化多元化校园教育中所扮演的角色。使用了几种数据收集方法,包括对新手老师的9次半结构式访谈,电子邮件对话,三天的阴影,以及对受试者的校长和导师的两次半结构式访谈。使用常数比较法对数据进行了分析。这位白人女性新手老师在西班牙裔学生人口众多的校园里授课。她努力地对自己的工作以及与导师,老师,行政人员,学生和父母的关系充满信心。她非常依赖自己的信念以及她的新手老师和队友。她的导师每周拜访她一次。她喜欢她的导师,但从未觉得自己得到了想要的帮助。她意识到自己对学生的西班牙文化一无所知。她愿意学习更多,但没有看到自己在主流白人文化中的特权成员身份及其对与学生互动的影响。本研究的讨论着眼于为新手教师和新教师建立有效的指导计划的结构。老师对收到的指导感到沮丧;她与校长和其他员工的关系很挣扎,但在建立友好关系方面也取得了一些成功;她想了解自己的西班牙裔学生及其文化,但她无法看到自己成为主流文化的一员,她的学校和学区对种族的“色盲”方法也是如此;以及她对从事教育专业的看法。这项研究的结论讨论了指导新教师,校长在新教师归纳中的作用,师生之间的文化差异以及信仰和品格对老师及其教学的影响。

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    Noble Erica Michelle;

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  • 年度 2012
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