Open Access“Frozen Up Like an Ice Cube!”: The Influence of Situated Learning on Pre-Service Teachers' Cultural and Linguistic Awareness
Author(s) -
Omran Akasha
Publication year - 2020
Publication title -
the qualitative report
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.335
H-Index - 35
ISSN - 2160-3715
DOI - 10.46743/2160-3715/2020.4275
Subject(s) - situated , pedagogy , psychology , service (business) , perception , situated learning , sociology , mathematics education , computer science , economy , artificial intelligence , neuroscience , economics
The overall goal of this study was to explore the influence of situated learning experiences on pre-service teachers' perceptions and understandings of their future Arab students. This study investigated in part the interaction between culturally diverse families and pre-service teachers. It also explored changes in pre-service teachers’ attitudes and knowledge, their perceived applications of the situated experience to their future teaching, and the families’ reactions to this experience. Twelve Arab families volunteered to host 25 pre-service teachers as participants of this study. Results showed that the situated learning experience helped the pre-service teachers develop their cultural knowledge as well as learn about Arab families, Arab culture, and their future classrooms. The study concluded that the experience helped the pre-service teachers gain new knowledge, positive attitudes, and some ideas for their future diverse classrooms. It offered a great opportunity for families to explore how important it is to meet with teachers and it also empowered pre-service teachers with some powerful authentic experiences including meeting the family, sharing their knowledge, exploring their understandings, and discussing and comparing their knowledge with each other.