Helping preservice teachers (PSTs) understand the realities of poverty: innovative curriculum modules

Moon Heum Cho, Christina Convertino, Claudia Khourey-Bowers

Research output: Contribution to journalArticle

3 Scopus citations

Abstract

The purpose of this study was to develop an innovative addition to the curriculum to help preservice teachers cultivate an understanding of poverty. Using technology, an interdisciplinary team created two online learning modules entitled Teacher as Learning Facilitator and Teacher as Anthropologist. Preservice teachers valued the newly developed modules and the activities that accompanied them. In addition, preservice teachers demonstrated their knowledge and awareness of poverty as it relates to teaching and learning practices. Some preservice teachers viewed poverty as an asset but others viewed it as a deficit. A discussion of lessons learned about collaboration and curriculum development concludes the paper.

Original languageEnglish (US)
Pages (from-to)303-324
Number of pages22
JournalEducational Technology Research and Development
Volume63
Issue number2
DOIs
StatePublished - Jan 1 2015
Externally publishedYes

Keywords

  • Learner diversity
  • Poverty
  • Preservice teacher
  • Teacher education program

ASJC Scopus subject areas

  • Education

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