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Are teacher-credentialing programs providing enough training in multiculturalism for pre-service teachers?

Are teacher-credentialing programs providing enough training in multiculturalism for pre-service... The purpose of this study is to explore how multicultural curriculum and instruction in a teacher-credentialing program prepared pre-service teachers to work with diverse students.Design/methodology/approachThe research method used was a qualitative approach. The research design was a descriptive single embedded case study to interview pre-service teachers who were in their second semester in a teacher-credentialing program at a university on the west coast and pre-service teachers who were in their final semester in the same teacher-credentialing program. Pre-service teachers discussed their disappointment in the program for their lack of training in how to work with culturally diverse students.FindingsThe findings from the study will add to the body of knowledge specific to teacher-credentialing programs, curriculum developers and universal design for learning on K-12 education.Research limitations/implicationsAs schools become more diverse, an important role of teacher-credentialing courses is to train future teachers with the knowledge to assist culturally diverse students. If teachers were multicultural teachers, they would be better prepared to instruct culturally diverse students and could acknowledge sociocultural resources and information that students bring to the classroom.Originality/valueThe study is essential because training teachers to instruct culturally diverse students is critical as student demographics become more diverse. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal for Multicultural Education Emerald Publishing

Are teacher-credentialing programs providing enough training in multiculturalism for pre-service teachers?

Journal for Multicultural Education , Volume 13 (3): 18 – Aug 20, 2019

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Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2053-535X
DOI
10.1108/jme-01-2019-0003
Publisher site
See Article on Publisher Site

Abstract

The purpose of this study is to explore how multicultural curriculum and instruction in a teacher-credentialing program prepared pre-service teachers to work with diverse students.Design/methodology/approachThe research method used was a qualitative approach. The research design was a descriptive single embedded case study to interview pre-service teachers who were in their second semester in a teacher-credentialing program at a university on the west coast and pre-service teachers who were in their final semester in the same teacher-credentialing program. Pre-service teachers discussed their disappointment in the program for their lack of training in how to work with culturally diverse students.FindingsThe findings from the study will add to the body of knowledge specific to teacher-credentialing programs, curriculum developers and universal design for learning on K-12 education.Research limitations/implicationsAs schools become more diverse, an important role of teacher-credentialing courses is to train future teachers with the knowledge to assist culturally diverse students. If teachers were multicultural teachers, they would be better prepared to instruct culturally diverse students and could acknowledge sociocultural resources and information that students bring to the classroom.Originality/valueThe study is essential because training teachers to instruct culturally diverse students is critical as student demographics become more diverse.

Journal

Journal for Multicultural EducationEmerald Publishing

Published: Aug 20, 2019

Keywords: Multiculturalism; Multicultural education; Culturally diverse students; Culturally responsive teachers; Pre-service teachers; Teacher-credentialing programs

References