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Pre-service teachers’ preparedness for teaching multicultural students

Pre-service teachers’ preparedness for teaching multicultural students Purpose– The purpose of this study was to find out if colleges of education in Botswana were preparing teachers to meet the diverse needs of prospective students in primary schools, and what were the teachers’ attitudes toward teaching such students. Design/methodology/approach– This study used questionnaire and interview methods to collect information from the students of a college of education in Botswana, who were undertaking teaching practices in various primary schools at the time of their study. Findings– The findings of this study show that the pre-service teachers were aware of multiculturalism in schools, but were not prepared by their colleges of education to teach culturally diverse students. Research limitations/implications– The implication is that colleges of education should design programs that adequately prepare teachers to better meet the needs of culturally and linguistically diverse students in formal education to achieve true democracy in education. Originality/value– This study is essential in Botswana because multiculturalism seems to be lacking in the Botswana education system. Mokgosi and Jotia (2013) are concerned that the Botswana curricular lacks diversity in approach and is geared toward addressing the needs of the mainstream in Botswana society. In the authors’ knowledge, this is one of the few (if any) studies that explores pre-service teachers’ preparedness for teaching multicultural students. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal for Multicultural Education Emerald Publishing

Pre-service teachers’ preparedness for teaching multicultural students

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Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
2053-535X
DOI
10.1108/JME-11-2014-0040
Publisher site
See Article on Publisher Site

Abstract

Purpose– The purpose of this study was to find out if colleges of education in Botswana were preparing teachers to meet the diverse needs of prospective students in primary schools, and what were the teachers’ attitudes toward teaching such students. Design/methodology/approach– This study used questionnaire and interview methods to collect information from the students of a college of education in Botswana, who were undertaking teaching practices in various primary schools at the time of their study. Findings– The findings of this study show that the pre-service teachers were aware of multiculturalism in schools, but were not prepared by their colleges of education to teach culturally diverse students. Research limitations/implications– The implication is that colleges of education should design programs that adequately prepare teachers to better meet the needs of culturally and linguistically diverse students in formal education to achieve true democracy in education. Originality/value– This study is essential in Botswana because multiculturalism seems to be lacking in the Botswana education system. Mokgosi and Jotia (2013) are concerned that the Botswana curricular lacks diversity in approach and is geared toward addressing the needs of the mainstream in Botswana society. In the authors’ knowledge, this is one of the few (if any) studies that explores pre-service teachers’ preparedness for teaching multicultural students.

Journal

Journal for Multicultural EducationEmerald Publishing

Published: Nov 9, 2015

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