Multicultural Teacher Education: Examining the Perceptions, Practices, and Coherence in One Teacher Preparation Program

Autor/inn/en	Assaf, Lori Czop; Garza, Ruben; Battle, Jennifer
Titel	Multicultural Teacher Education: Examining the Perceptions, Practices, and Coherence in One Teacher Preparation Program
Quelle	In: Teacher Education Quarterly, 37 (2010) 2, S.115-135 (21 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Grounded Theory; Preservice Teacher Education; Multicultural Education; Teacher Education Programs; Comparative Analysis; Teacher Educators; Teaching Methods; Educational Practices; Beliefs; Interviews; Ethnic Diversity; Elementary School Curriculum; Secondary School Curriculum + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Multikulturelle Erziehung; Teacher education; Education; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Belief; Glaube; Interviewing; Interviewtechnik
Abstract	With the nation's shifting ethnic and cultural texture, multicultural education has become imperative in the 21st century. Even though most teacher education programs report that they have thoroughly incorporated diversity perspectives and multicultural content into the curriculum, external examinations often prove the contrary. The purpose of this study was to examine teacher educators' perspectives about multicultural education in an elementary and middle school teacher preparation program. Specifically, the authors explored the perspectives, beliefs, and practices of teacher educators working in one field-base teacher preparation program with the aim of understanding how beliefs and attitudes held by teacher educators shape the preparation of future teachers who will potentially work in multicultural school settings. Qualitative methodologies were used to examine the perspectives and instructional practices of fourteen teacher educators who were responsible for instructing teacher candidates in the elementary and middle school field-based classes. Data analysis was conducted by using constant comparative analysis. Data analysis revealed four themes: (1) Balancing Optimistic Perspectives of Diversity While Facing Challenges; (2) Authentic Experiences with Diverse Students; (3) Universal Methods or Ideological Understandings; and (4) Ethnic and Linguistic Differences: Outsider or Insider Stances. The authors describe these four themes and expand on how the participants' perspectives, beliefs, and practices contribute to the coherence of one teacher preparation program. (Contains 1 figure.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10