Abstract
This study explores the extent to which experiences designed to help preservice teachers take advantage of the Birmingham Civil Rights Institute moved them to acquire deeper knowledge of the Civil Rights Movement. The pre-service teachers came from two teacher education programs that differ with respect to situated activity, discourse communities, and authentic practice.
Before and after a visiting the museum, undergraduate preservice teachers (n = 49) created concept maps, or “webs,” of the Civil Rights Movement, responded to discussion prompts in small groups, and prepared field-trip activities and follow-up lessons. Analyses of the webs, conversations, activities, and lesson plans revealed that all students gained a considerable amount of information, appreciation, and understanding. Differences in the two groups support the idea of teacher education frameworks that build from the “community of learners” model.
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