Making Better Multicultural and Social Justice Teacher Educators: A Qualitative Analysis of the Professional Learning and Support Needs of Multicultural Teacher Education Faculty

Autor/in	Gorski, Paul C.
Titel	Making Better Multicultural and Social Justice Teacher Educators: A Qualitative Analysis of the Professional Learning and Support Needs of Multicultural Teacher Education Faculty
Quelle	In: Multicultural Education Review, 8 (2016) 3, S.139-159 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2005-615X
Schlagwörter	Cultural Pluralism; Social Justice; Teacher Education; Preservice Teachers; Grounded Theory; Pedagogical Content Knowledge; Teaching Methods; Interviews; Social Support Groups; Teacher Educators; Teacher Attitudes; Multicultural Education; Qualitative Research + Suchen Sie Ihr Suchwort? Kulturpluralismus; Soziale Gerechtigkeit; Lehrerausbildung; Lehrerbildung; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Social support; Soziale Unterstützung; Teacher education; Education; Lehrerverhalten; Multikulturelle Erziehung; Qualitative Forschung
Abstract	Despite the growing body of scholarship on the multicultural dispositions and learning needs of teacher education students, little scholarly attention has been paid to those of multicultural teacher educators: the people responsible for cultivating multiculturally minded teachers. In order to begin filling that gap, using a grounded theory approach, I analyzed data from interviews with 22 people teaching multicultural teacher education courses in the USA. Three common learning and support needs emerged: (1) identity-specific content knowledge, (2) pedagogical strategies, and (3) support networks. I describe these findings and discuss ways identified needs might be addressed more sufficiently. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01