Search results for: Diversity
Page 3/6 59 items
Several concepts that are important for inclusion in any teacher education curriculum regarding diversity studies are clarified in this article. The author outlines important concepts that contribute to teachers’ conceptual repertoires of diversity: color-blindness, cultural conflict, meritocracy, deficit conceptions, and expectations. The idea is that when teachers enter teacher education, their conceptions need to be addressed because these conceptions shape their curricula and instructional practices with P-12 students. The author concludes with a call to action for teacher educators and teacher education.
Updated: Apr. 27, 2010
The demographics of classroom teachers and teacher educators do not mirror the diversity found in today's schools. As we prepare preservice teachers to be quality educators for all students, we must work to ensure that they are examining issues of equity and diversity that will affect those they teach. The article examines this challenge from the author's perspective as a teacher educator. Through self-study research, the author considers how she, as a white, female, middle-class teacher educator, attempted to help preservice teachers to think beyond their own experiences. In the end, what she categorized as a strictly intellectual pursuit uncovered something much deeper: the impact of emotion on learning in a university classroom.
Updated: Aug. 24, 2009
This review illuminates key differences between the diversity model and emancipatory model in education. It discusses a range of conceptual, theoretical, empirical, historical, pedagogical, and legal scholarship. The body of work examined includes five categories of representative scholarship. This review concludes with a discussion of an emancipatory model of education that educators can build on as part of a paradigm shift grounded in the Black Studies intellectual tradition.
Updated: Jul. 02, 2009
The outcomes of a two-pronged 'real-world' learning project in Australia, which aimed to expand the views of pre-service teachers about learning, pedagogy and diversity, will be discussed in this article. Using Butin's conceptual framework for service learning, the authors show evidence that this approach can enable pre-service teachers to see new realities about the dilemmas and ambiguities of performing as learners and as teachers.
Updated: Jun. 03, 2009
The article examines and challenges a widely held and often unexamined conception of White teacher candidates as learners about issues of diversity and equity in teacher education. This conception suggests that most White teacher candidates are deficient learners who lack resources or who have deficient knowledge or experience from which to build when it comes to learning about diversity.
Updated: May. 18, 2009
This paper considers whether there is value in introducing student teachers to schools of different ethos as part of their initial teacher education. A 2-year study of undergraduate post-primary student teachers at a university college in Northern Ireland reveals that encounters with schools of different ethos can help student teachers to understand differences between schools and their visions of education, as well as correcting misunderstandings and challenging stereotypes.
Updated: Jan. 21, 2009
The traditional preservice teacher has been inadequate in preparing teacher for culturally and linguistically diverse student. The reason for this lack of preparation is the lack of diverse teacher candidates.
Updated: Nov. 26, 2008
This article explored mathematics teachers' resistance to social justice issues. 12 preservice participated, in a discourse analysis action research project. The findings suggest that attention to issues of identity construction within school mathematics can be successfully embedded in methods courses in order to better prepare mathematics teachers to teach for diversity.
Updated: Nov. 26, 2008
Linguistically Responsive Teacher Education Preparing Classroom Teachers to Teach English Language Learners
Foreign language students have had little preparation from their teachers for providing the types of assistance that such learners need to successfully learn academic content and skills through English while developing proficiency in English. The authors conclude with concrete suggestions for how teacher education programs can incorporate the knowledge and skills that will prepare all preservice teachers to be linguistically responsive.
Updated: Oct. 28, 2008
Critical Race Theory and Interest Convergence as Analytic Tools in Teacher Education Policies and Practices
The article examines the Derrick Bell's (1980) interest convergence can be used as an analytic, explanatory, and conceptual tool in the study and analyses of policies and practices in teacher education. The author conceptualizes some broad themes of 'raced' interests in teacher education, and introduces an evolving theory of disruptive movement in teacher education to fight against racism in teacher education policies and practices.
Updated: Oct. 26, 2008