Literaturnachweis - Detailanzeige
| Autor/inn/en | Melnick, Susan L.; Zeichner, Kenneth M. |
|---|---|
| Institution | National Center for Research on Teacher Learning, East Lansing, MI. |
| Titel | Teacher Education for Cultural Diversity: Enhancing the Capacity of Teacher Education Institutions To Address Diversity Issues. |
| Quelle | (1995), (27 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Case Studies; Cultural Differences; Educational Strategies; Elementary Secondary Education; Higher Education; Minority Group Teachers; Multicultural Education; Preservice Teacher Education; Standards; Teacher Education Programs |
| Abstract | This document reports on portions of a study on "Teacher Education for Diversity" in progress since 1990. The overall study includes an ongoing analysis of relevant literature, which has generated a conceptual framework describing the range of existing positions on teacher education for cultural diversity. The study includes the development of three case studies of exemplary programs employing different organizational arrangements and instructional strategies that contravene or compensate for the cultural insularity of teacher education faculty. The specific concern reported in this paper has been to understand the variety of arrangements and strategies currently being used to prepare a predominantly white, monolingual student teaching force to teach poor students of color who have historically been unserved, ill-served, or inappropriately served by traditional teaching practices. Findings of the study are summarized in relation to three dimensions: (1) the problem of selection; (2) the problem of socialization through curriculum and instruction; and (3) the problem of changing the institutional environment of teacher education. Strategies to address these problems include case studies, field experiences, recruitment of minority faculty, staff development for teacher education faculty, and partnerships with colleges or universities and school districts with significant numbers of minority students and faculty. Preliminary findings from the study suggest that although the faculty in the case studies examined can demonstrate immediate influence of their efforts through prospective teachers' self-reports, there is no convincing evidence in the literature related to long-term impact of these strategies on teachers and their practices or on teacher education institutions and their faculties. (Contains 48 references.) (ND) |
| Anmerkungen | National Center for Research on Teacher Learning, 116 Erickson Hall, Michigan State University, East Lansing, MI 48824-1034 ($6.08). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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