Authors: Arahi Perdomo, Brooklyn Moore, Erin Kerr, Hula Santiago, Kylie Kay, Sarahi Joyner
Mentors: Krista Ruggles
Insitution: Utah Valley University
This research initiative centers on the experiences and learning outcomes of preservice teachers (PSTs) from Utah Valley University who volunteer to teach in the San Juan School District (SJSD) and the Navajo Nation. Our primary aim is to understand how this cross-cultural teaching experience shapes their future teaching practices, perspectives on diversity, and inclusion in education.
Preservice teachers play a critical role in the future of education This study examines how their participation in a unique cultural context can enhance their preparedness as educators. By engaging in volunteer teaching assignments within the Navajo Nation, these students gain exposure to diverse cultural backgrounds; fostering cultural awareness and sensitivity.
We seek to show the transformative impact of this experience on their personal and professional growth. Through interviews and observations, we will explore the challenges and opportunities faced by preservice teachers and how this experience influences their teaching philosophies and aspirations.
Our ultimate goal is to determine how such immersive experiences can contribute to the development of culturally responsive pedagogy. We believe that these preservice teachers, with their enriched perspectives, can become advocates for diversity and inclusion not only within their classrooms but also within the broader educational landscape and society.
This research holds the potential to inform teacher education programs and policy discussions regarding the value of cross-cultural experiences in teacher preparation. By shedding light on the impact of volunteer teaching in the Navajo Nation, we hope to contribute to the ongoing dialogue on fostering more inclusive and culturally aware educators, ultimately benefiting students and society as a whole.