Search results for: Multicultural education
Page 1/10 91 items
This article describes a self-study partnership between the authors, Tom and Deb, two teacher educators from different institutions. The partnership between the authors began with discussions about shared interests and shared dilemmas in teaching multicultural education content at their respective universities. Over a 2-year period of time, they began to look closely at Tom’s experiences integrating mindfulness into his instruction, which resulted in self-study research. The authors have found that this study reveals the power of theoretically grounding teaching practice in mindfulness and in intentional consideration of language as a tool to establish an appropriate affective space for learning, even in an online setting.
Updated: Feb. 11, 2018
The current paper reports a self-study of multicultural identities in a public high school ethnic studies class and a university multicultural education course in Hawai‘i, a unique multicultural setting in which no ethnic group is in the majority. Three important findings emerged. First, a personal-constructivist-collaborative approach to self-study in an intellectually safe classroom environment provides both students and teachers with a context for challenging their socially constructed assumptions about race, culture, and ethnicity. The second major theme to come out of the data analysis describes how the students’ stories became transformational teaching texts. Third, self-study is a multicultural pedagogy that promotes social perspective taking, tolerance, and understanding of diversity through personal transformation.
Updated: Feb. 26, 2017
Making It Better for Lesbian, Gay, Bisexual, and Transgender Students through Teacher Education: A Collaborative Self-Study
In this self-study, two educators – a university professor and a classroom teacher, who facilitated a workshop titled “Sexual Diversity in Secondary Schools” in a faculty of education in a mid-sized Ontario city – reflect on the feedback provided by teacher candidates on workshop evaluation forms in relation to their experiences as teacher educators delivering the workshops. The authors conclude that the two-hour Sexual Diversity in Secondary Schools workshop that they presented in a Bachelor of Education program is one example of how LGBT issues might be taught to teacher candidates. Through this self-study, they came to better understand their students and ourselves. They discovered that teacher candidates are increasingly receptive to discussion of LGBT issues, particularly when portrayed in a manner that is respectful and open.
Updated: Jan. 15, 2017
This article aims to explore the theoretical structure of what the authors call multicultural apprenticeships in teacher education. This structure is drawn from decades of scholarship and research in teacher education, in general, and in preparing teachers for diversity, in particular. It is further situated within the authors' own work in an Early Childhood Education Masters in Education program and their commitments to preparing teachers to support diverse populations of children.
Updated: Jan. 02, 2017
This article proposes a rethinking of intercultural education in teacher education. It argues that discussion of the intercultural education of student teachers tends to have the following two gaps: one, such discussion tends to overlook student teacher education as a context for teaching intercultural education, and two, it tends to ignore the self of the teacher educator. This article aims to address both gaps.
Updated: Dec. 06, 2016
Possibilities and Limits of Integrating Science and Diversity Education in Preservice Elementary Teacher Preparation
In this article, the authors investigate if preservice teachers that experienced the CFSEP model in their science methods course and teaching practicum demonstrate stronger beliefs and practices in culturally responsive science pedagogy than a comparison group of preservice teachers. The participants were teacher candidates in the intervention group, who received a science methods course and teaching practicum experience that provided guidance in teaching science in culturally and linguistically responsive ways. The authors compare changes between a control group of preservice teachers and those involved in the intervention. The findings reveal that the intervention group increased more than the control group in their beliefs about the efficacy of this practice, which includes teacher’s use of purposeful grouping and sharing authority with students during science investigations.
Updated: Nov. 30, 2016
Behind the Scenes of a Unique Initiative for the Program, 'Preparing former Ethiopians for Teaching'
This article describes a unique initiative in Israel for preparing former immigrants from Ethiopia to become teachers. The author, who initiated this program in her college, describes the challenges she faced. The author outlines that this program is based on merging of two streams of education for multiculturalism: particularistic education at first and pluralistic education later on.
Updated: Apr. 14, 2016
Preservice Teachers’ Attitudes and Beliefs Toward Student Diversity and Proposed Instructional Practices: A Sequential Design Study
This research draws on insights from achievement goal theory and multicultural education to examine the interrelated nature of preservice teachers’ biases and beliefs regarding culturally diverse students and the kind of instructional practices they are likely to pursue. The findings reveal that preservice teachers were significantly less biased and prejudiced and more likely to endorse adaptive instructional practices by the time they were ready to graduate from the teacher education program than they were during their 1st year in the program.
Updated: Dec. 29, 2015
An Examination of Black Science Teacher Educators’ Experiences with Multicultural Education, Equity, and Social Justice
This article examines the experiences of Black science teacher educators when they attempted to include multicultural education, equity, and social justice in their teaching. The findings reveal that the participants shared challenges that occur in the academy when they dealt with their Blackness as a faculty member and attempted to infuse multicultural science education, equity, and social justice in their classes. Many of these faculty members decided to incorporate multicultural education, equity, and social justice in their courses. Furthermore, some of them have attempted and stopped due to student evaluations and the need to gain promotion and tenure. The authors suggest that these shared experiences can assist other science educators by understanding Black faculty members’ struggles with the infusion of multicultural science education, equity, and social justice in their teaching.
Updated: Dec. 14, 2015
The goal of this article is to report a preliminary work on student-centered teacher preparation to promote school success among culturally and linguistically diverse learners. The authors believe that teacher education programs need to be very purposeful in their approach to multicultural literacy teacher education. Drawing upon Vygotskian perspective on learning, they chose two cases from the beginning of their teacher education program and during student teaching, which often marks the end of teacher education program.
Updated: Aug. 03, 2015