This chapter is an examination of research as teacher education. I present the experiences of preservice teachers/education students engaging in term-length research projects focusing on a student of a cultural or social background different from their own, while also documenting their own experiences of conducting research in their student teaching settings as part of their coursework. Recognizing the possibilities and addressing the challenges encountered by preservice teachers when engaging in research to learn about socially and culturally diverse students contributes to the body of teacher knowledge needed for all educators in an increasingly diverse local and global community. Students in the student teaching component of their teacher education program are professionally positioned to access firsthand the complexity and nuances of diversity in a school community. Examination of their experiences highlighted benefits of including research, namely narrative inquiry research, to engage preservice teachers in learning about issues of diversity and curriculum in ways that are highly relevant to their own teaching contexts, while at the same time, gaining a framework and assuming an inquiry stance that will serve them well throughout their careers. I also explore challenges of engaging preservice teachers in research to learn about diversity in classrooms and schools.
Chan, E. (2015), "Pedagogies of Working with Diversity: Research as Teacher Education – Learning about Student Diversity through Narrative Inquiry", International Teacher Education: Promising Pedagogies (Part B) (Advances in Research on Teaching, Vol. 22B), Emerald Group Publishing Limited, pp. 89-113. https://doi.org/10.1108/S1479-368720150000025001Download as .RIS
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