Exploring preservice teachers' development
Reece, Linda K.
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Teacher belief development is an area of study encompassing a myriad of disciplines, including education, sociology and psychology and studied from theoretical frameworks ranging from positivist to postmodern. This study utilized case study methodology through a framework of symbolic interactionism to explore the impact of a dual language immersion (Spanish and English) charter school setting on preservice teachers’ beliefs about teaching students from diverse backgrounds. Action research methodology was employed by study participants in the field setting to fulfill course requirements. Study findings suggested that the use of action research methodology in tandem with diverse field placement promoted the development of teacher beliefs directed toward issues of social justice and school transformation.