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With the increase in diversity in public schools comes the challenge of accommodating students with learning styles intrinsic to diverse cultural backgrounds. Students with disabilities are also being integrated into classrooms where a single teacher is expected to teach all students. Teachers of the future need to transcend the traditional teaching role and become more flexible and comfortable with change. The role of teachers is also expanding to encompass community leadership. Abstract Research Questions Integrated field work helps inform and engage pre-service teachers. (Kraft, 2002; Coffey, 2010; Sleeter, 2008) Due to the radical make up of our increasing heterogeneous classroom, there is a need to prepare pre-service teachers to teach all students. (Coffey, 2010) Cross cultural competence refers to “ways of thinking and behaving that enable members of one cultural, ethnic, or linguistic group to work effectively with members of another” (Lynch & Hanson, 1992, p.356); developing knowledge, attitudes and skills needed to function in diverse cultural settings. (Banks 2006) Literature Review 1.Analyzing data objectively is an ongoing process; 2.Learning the techniques of how to ask the right questions and how to facilitate discussions; 3.Understanding that research is not static but a fluid study of data analysis. References Banks, J. A. (2006). Cultural diversity and education, foundations, curriculum, and teaching. (5th ed. ed., p. 57). Boston, MA: Allyn & Bacon. Casey, B. M., & Howson, P. (1993). Educating pre-service teachers based on a problem-centered approach to teaching. Journal of Teacher Education, 44(5), 361-369. Coffey, H. (2010). “They taught me”: The benefits of early community-based field experience in teacher education. Teacher and Teacher Education, 26. 335- 342. Dawson, K. (2006). Teacher Inquiry: A Vehicle to Merge Prospective Teachers' Experience And Reflection during Curriculum-Based, Technology-Enhanced Field Experiences. Journal of Research on Technology in Education.38, (3), 265- 292. Ehrlich, T. (2000). Civic responsibility and higher education. Phoenix, AZ: Oryx Press. Kraft, N. P. (2002). Teacher Research as a Way to Engage in Critical Reflection: a Case Study: Reflective Practice, 3(2). 175-189. Lynch, E. W., & Hanson, M. J. (1998). Developing cross-cultural competence. A guide for working with young children and their families (2 nd ed.). Baltimore: Paul H. Brookes Publishing. Sleeter, C. (2008). Equity, democracy, and neoliberal assaults on teacher education. Teaching and Teacher Education, 24(8). 1947-1957. Learnings from Research Process 1.What is the impact of field experience and civic engagement on pre-service teacher learning? 2.How does field experience for pre-service teachers motivate civic engagement? 3.How can research skills support teachers to become research practitioners and community leaders? 1.Attitudinal Change of Pre-service Teachers overcame fears and concerns regarding safety, language, gender roles, culture, etc; expectations regarding student performance changed - school performance is impacted by more than student intelligence; stereotypical beliefs changed; assumptions about parents changed - from unsupportive and uncaring parents to parents struggling to provide basic family needs. 2. Pre-service Teachers’ Self Discovery Journey formulated self-perception as who they are as educators; became critical thinkers - looked at the world with critical eyes; acquired the skills to make connections through discovery. 3.Pre-service Teachers’ Cross Cultural Competence Skills assumed multiple perspectives; gained confidence in learning more about people in diverse backgrounds; increased self-confidence as their communication skills developed; became more critical of their stereotypical beliefs. 4.Pre-Service Teachers’ Construction of New Knowledge middle school students wanted to learn but did not have the right tools; middle school students were intelligent, “street smart” people; there is a disconnect between school curriculum and real life. 5.Potential of Civic Engagement of Pre-service Teachers pre-service teachers learned they do have the skills, funds and knowledge to make change; the field experience site was receptive to assistance and mutual trust was established; in-service teachers encouraged pre-service teachers’ involvement. 1.Acknowledge that different cultures exists by presenting opportunities for pre-service teachers to have direct interactions with learners from diverse backgrounds. 2.Pre-service teachers need to acquire cross- cultural competence skills in order to create a learning environment that is comfortable and trusting. 3.Teachers should ensure high expectations for all learners regardless of the diverse backgrounds. 4.In order for civic engagement to be sustained, mutual trust needs to be established. Discussion Participants: 17 pre-service teachers (m= 9; f = 8) 4 in-service teachers (m = 2; f = 2) Data collection: 3 Pre-service teacher Focus group sessions; 3 In-service teacher interviews; 17 Pre-service teacher reflective journals. Guided Field Experience: 20 hours of field experience Focus groups with middle school students Reflective journals Guided teaching sessions Field Experience Site: A middle school in an urban setting. Results Methodology Worcester State University Thomas Farrington, Erin Desmarais, Jessica Xavier, Matthew Cadigan & Sue F. Foo, Ed.D Diversity and Multiculturalism: The impact of field work and civic engagement on building teaching and leadership skills of pre-service teachers Definitions Civic engagement is working to make a difference in the civic life of our community and developing the combination of knowledge, skills, values, and motivation to make that difference. (Erhlich, 2000) Field experience provides opportunities within actual teaching settings, facilitates authentic learning, allows students to practice and implement the knowledge and skills developed within university-based methodology courses, and promotes a high degree of emotional involvement leading to intrinsic motivation for success and increased professional growth. (Casey & Howson, 1993; Dawson, 2006) Quote by Pre-Service Teacher “In this case, I have learned that topics of culture, identity and diversity must be handled with sensitivity, understanding and kindness.”