Literaturnachweis - Detailanzeige
| Autor/inn/en | Ford, Theron N.; Quinn, Linda |
|---|---|
| Titel | First Year Teacher Education Candidates: What Are Their Perceptions about Multicultural Education? |
| Quelle | In: Multicultural Education, 17 (2010) 4, S.18-24 (7 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1068-3844 |
| Schlagwörter | Multicultural Education; Cultural Differences; Preservice Teachers; Preservice Teacher Education; Student Teacher Attitudes; College Freshmen; Academic Standards; Educational Policy; Behavior Rating Scales; Socioeconomic Influences; Social Attitudes; Ethnic Diversity; Catholic Schools; White Students; Ohio |
| Abstract | In order for some minority groups to perform well academically, they need to develop a positive relationship with their teachers. Given the ongoing cultural difference between the majority of the teaching workforce and the student population, the question for teacher education programs is how they might assist future teachers in developing dispositions that will increase their ability to interact and teach diverse students effectively and in a culturally responsive manner. The demographic profile of the students in the John Carroll University (JCU) Teacher Education Program suggests a traditional-aged, White population, many of whom have transitioned from a K-12 Catholic education into a Catholic higher education setting. Many of these students also enjoy an affluent socio-economic status and, as such, they have managed to engage in their daily activities nearly exclusively in the company of other White Americans. This could possibly connote a "culturally deprived" status because of the extensive homogeneous life experiences these students have had. Frequently, they express fear when informed they may have to spend time within an urban educational or community setting. Most routinely express doubt about their ability to teach effectively children who are poor or minorities. In one or two extreme instances, students had parents intervene in hope of avoiding a mandatory "border crossing" experience involved in a service-learning assignment. Such responses clearly indicate the challenge of creating new dispositions in the John Carroll teacher education students. Clearly, understanding which practices, knowledge, and experiences most influence the development of desired dispositions is essential. Possession of that information would allow the JCU Teacher Education Program to maximize its efforts and increase desired outcomes. There is, however, a first task, specifically, the need to ascertain the students' present dispositions related to multicultural education. The effort described in this article seeks to identify student dispositions related to multicultural education at an initial stage--that is, student dispositions before they have had college coursework in the education core and, specifically, before the sole multicultural education course. The effort sought to ascertain student dispositions related to multicultural education developed largely through their personal experiences and exposure within the K-12 educational setting. This article is a descriptive study of the entry level undergraduate education students' dispositions to multicultural education. (Contains 3 tables.) (ERIC). |
| Anmerkungen | Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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