Learning To Teach in Multicultural Contexts: Exploring Preservice Teachers' Knowledge Change. Part I: Group Patterns. Part II: Case Studies. Draft.

Autor/inn/en	Artiles, Alfredo J.; und weitere
Titel	Learning To Teach in Multicultural Contexts: Exploring Preservice Teachers' Knowledge Change. Part I: Group Patterns. Part II: Case Studies. Draft.
Quelle	(1995), (55 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attitude Change; Beliefs; Case Studies; Cultural Differences; Cultural Pluralism; Elementary Education; Higher Education; Knowledge Base for Teaching; Multicultural Education; Preservice Teacher Education; Teacher Attitudes; Teaching Methods + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Belief; Glaube; Case study; Fallstudie; Case Study; Kultureller Unterschied; Kulturpluralismus; Elementarunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching theory; Theory of teaching; Unterrichtstheorie; Multikulturelle Erziehung; Lehramtsstudiengang; Lehrerausbildung; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study examined the impact of multicultural education courses on preservice teachers' pedagogical knowledge and beliefs about culturally diverse learners. Part 1 reports on a study of 20 preservice teachers pursuing a masters degree in elementary education enrolled in a required multicultural education course and were examined for their attitudes as a consequence of taking the course. All but one student were female; 10 were White, 6 were Hispanic American, 2 were Asian, and 2 were Fillipino. The course was designed to develop a conceptual framework to understand and deal with differences and to help teachers become aware of how personal attitudes affect how an individual deals with difference. Data were collected using concept mapping and a survey to assess the preservice teachers' beliefs. Results indicated that students exhibited distinct patterns of conceptual change after the course. Part 2 presents two case studies based on in-depth interviews augmenting existing data of two individuals who had participated in the first study. Results indicated that though the two shared some similarities, they pursued distinct pathways in their changing conceptualizations of good teaching for diverse students. One tended to use her personal experiences while the other relied heavily on her family values to educate students. (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC