Preservice Teachers' Growth in Multicultural Understanding: Assessing the Assessment
- 1 April 1998
- journal article
- research article
- Published by Taylor & Francis in Action in Teacher Education
- Vol. 20 (1) , 32-46
- https://doi.org/10.1080/01626620.1998.10462904
Abstract
This study examined the effectiveness of a human relations component within the teacher education program at the University of Minnesota, Morris. The data source was a reflective written document completed by 60 elementary and secondary education students at the end of their programs. Results of the quantitative and qualitative analyses revealed that the graduates professed a strong commitment to human relation goals and provided evidence that they had acted — in limited ways — on their commitment. Students described curricular, instructional, and environmental adjustments made to meet human relations requirements. Length and location of field experiences in diverse settings influenced knowledge, attitude, and concerns.Keywords
This publication has 7 references indexed in Scilit:
- Preservice Field Experience as a Multicultural Component of a Teacher Education ProgramJournal of Teacher Education, 1995
- Reflections on the Challenges, Possibilities, and Perplexities of Preparing Preservice Teachers for Culturally Diverse ClassroomsJournal of Teacher Education, 1995
- Student teachers' growth toward independence: An analysis of their changing concernsTeaching and Teacher Education, 1993
- Can Cultural Awareness Be Taught in Teacher Education Programs?Teaching Education, 1991
- First Annual Ate Survey of Critical Issues in Teacher EducationAction in Teacher Education, 1990
- Race and Ethnicity in the Teacher Education CurriculumTeachers College Record: the Voice of Scholarship in Education, 1990
- Promoting Intercultural Understanding Through Multicultural Teacher TrainingAction in Teacher Education, 1986