Preservice Teachers’ Attitudes and Beliefs toward Student Diversity and Proposed Instructional Practices: A Sequential Design Study

Autor/inn/en	Kumar, Revathy; Hamer, Lynne
Titel	Preservice Teachers’ Attitudes and Beliefs toward Student Diversity and Proposed Instructional Practices: A Sequential Design Study
Quelle	In: Journal of Teacher Education, 64 (2013) 2, S.162-177 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487112466899
Schlagwörter	Attitude Change; Student Teacher Attitudes; Culturally Relevant Education; Social Attitudes; Achievement Gains; Student Diversity; Preservice Teacher Education; Preservice Teachers; Beliefs; Best Practices; Educational Practices; Instructional Effectiveness; Instructional Innovation; Multicultural Education; Low Income Groups; Socioeconomic Status; Disadvantaged; Minority Group Students; Longitudinal Studies; Outcome Measures + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Social attidude; Soziale Einstellung; Achievement gain; Leistungssteigerung; Lehramtsstudiengang; Lehrerausbildung; Belief; Glaube; Bildungspraxis; Unterrichtserfolg; Educational Innovation; Bildungsinnovation; Multikulturelle Erziehung; Socio-economic status; Sozioökonomischer Status; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	This study draws on insights from achievement goal theory and multicultural education to examine the interrelated nature of preservice teachers’ biases and beliefs regarding culturally diverse students and the kind of instructional practices they are likely to pursue. Cluster analysis of cross-sectional data ("n" = 784) suggests that approximately 25% of preservice teachers explicitly endorsed some stereotypic beliefs about poor and minority students and expressed some discomfort with student diversity. Analyses of variance results provide evidence that preservice teachers were significantly less biased and prejudiced and more likely to endorse adaptive instructional practices by the time they were ready to graduate from the teacher education program than they were during their 1st year in the program. Paired t-test results based on longitudinal data ("n" = 79) suggest that some gains preservice teachers accrued midway through the program were lost when they were close to graduation. Implications of these findings are discussed. (Contains 5 tables and 2 figures.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10