Becoming Teachers: The Payne Effect

Azure Dee Smiley; Robert J. Helfenbein

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Becoming Teachers: The Payne Effect

机译：成为教师：佩恩效应

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In this qualitative study, the authors explore the connections between apreservice teacher education curriculum and the development of teacher identity. Focus is given to the impact Ruby Payne's (2001) A Framework for Understanding Poverty has on the ideological development of preservice special education teachers embarking on an urban practicum. Implications for teacher education are discussed.

机译：在这项定性研究中，作者探索了职前教师教育课程与教师身份发展之间的联系。重点放在了Ruby Payne（2001）的《理解贫困框架》对从事城市实践的学前特殊教育教师的思想发展的影响上。讨论了对教师教育的影响。

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来源
《Multicultural perspectives》 |2011年第1期|p.5-15|共11页
作者
Azure Dee Smiley; Robert J. Helfenbein;
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University of Indianapolis, Department of Teacher Education, 1400 East Hanna Avenue, Indianapolis, IN 46227;

Indiana University-Indianapolis, ES3116, Department of Teacher Education, 902 West New York Street, Indianapolis, IN 46202;

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Becoming Teachers: The Payne Effect

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