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Preparing Teachers for Diverse Classrooms: Creating Public and Private Spaces to Explore Culture Through Poetry Writing


by Cheryl L. Rosaen — 2003

Teachers and teacher educators are faced with an urgent responsibility to transform curriculum, teaching, and assessment practices to support the learning of an increasingly diverse cultural and linguistic student population who come to school with a range of experiences and abilities. This article relates my efforts as a teacher educator to transform my own curriculum, teaching and assessment practices to better prepare beginning teachers for diverse classrooms. The article presents research findings from a study of one of the pedagogical approaches taken in a literacy methods course. I used poetry as a site for teacher candidates to explore aspects of their own culture and share their knowledge with one another. I also wanted them to consider ways in which poetry can be explored by making connections with their personal lives and other texts they have read or have written to support meaningful learning. I describe teacher candidates' perceptions of the poetry writing activity and their learning in four areas: curriculum, pedagogy, multicultural competence, and social justice. I conclude with a discussion of insights gained and future directions for further course and program development.


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Cite This Article as: Teachers College Record Volume 105 Number 8, 2003, p. 1437-1485
http://www.tcrecord.org ID Number: 11553, Date Accessed: 10/19/2017 7:35:38 PM

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About the Author
  • Cheryl Rosaen
    Michigan State University
    E-mail Author
    CHERYL L. ROSAEN is an associate professor of teacher education at Michigan State University and a faculty team leader in a 5-year teacher preparation program. She teaches courses in the teaching and learning of English language arts in culturally diverse classrooms, learning to teach in school settings, and the curriculum and pedagogy of teacher education. She conducts research on learning to teach with an emphasis on understanding the role technology can play in supporting teacher learning. Recent publications include ‘‘Designing and Using Hypermedia Materials to Investigate Language Use in a Culturally Diverse Classroom,’’ Journal of Educational Multimedia and Hypermedia, 11(2), and, with P. Schram and B. Herbel-Eisenmann, ‘‘Using Technology to Explore Connections Among Mathematics, Language and Literacy in Contemporary Issues in Technology and Teacher Education, 2(3).
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