Gaps or Bridges in Multicultural Teacher Education: A Q Study of Attitudes toward Student Diversity

Autor/inn/en	Yang, Yan; Montgomery, Diane
Titel	Gaps or Bridges in Multicultural Teacher Education: A Q Study of Attitudes toward Student Diversity
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 30 (2013), S.27-37 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2012.10.003
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Student Attitudes; Multicultural Education; Teacher Attitudes; Teacher Educators; Student Diversity; Q Methodology; Research Methodology + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Multikulturelle Erziehung; Lehrerverhalten; Teacher education; Education; Lehrerbildung; Research method; Forschungsmethode
Abstract	This paper highlights Q methodology as an appropriate research technique for capturing attitudes and demonstrates the use of Q method to study the attitudes of preservice teachers and teacher educators toward student diversity. A total of 43 participants from a comprehensive American university sorted 47 Q-statements. Two array groups emerged that indicate both consensual and divided attitudes toward student diversity. The study results indicate opportunities for both preservice teachers and teacher educators to find and create bridges to understand gaps in attitudes toward student diversity, which may help improve the effectiveness of multicultural teacher education. (Contains 4 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10