Affiliation:
1. Purdue University Fort Wayne, USA
Abstract
This chapter explores the phenomena of an immersion professional development institute in which urban teachers traveled for the first time to Midwest farms and operations. Through direct, first-hand experiences, teachers formed understandings about the identity, roles, and tools used in rural agriculture. The study focuses on how language, interactions, and objects were used in the settings, and their significance to teacher perceptions and later use with students in classrooms. The study presents nine implications for classroom teachers working with learners, who potentially have limited prior knowledge, in bridging the omissions in understanding.
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