ERIC Number: ED351290
Record Type: RIE
Publication Date: 1992-Jun
Reference Count: N/A
Preparing Preservice Students for Diverse Populations.
Finch, Mary Ellen; Rasch, Kathe
The Education Division of Maryville University (Missouri) believes in preparing teachers for student diversity. It encourages teachers to be reflective practitioners and suggests that the quality of a teacher's reflections and actions depends on a developmental ability to integrate concrete teaching experiences, models and strategies of others, and principles of research in teaching into an integrated whole. Maryville's teacher education program has four conceptual strands: (developmental, curriculum and instruction, sociological, and research). The paper describes the Roblee Project, which builds upon the experiences and curriculum permeating Maryville's preservice teacher education program. The project began in 1991 with several activities: faculty and focus group meetings on cultural diversity designed to critique preservice teacher education; data collection from new students, student teachers, and first-year teachers; and resource list collection. Data analysis showed that: (1) students were uncomfortable with children unlike themselves; (2) racism existed in most students; (3) students needed to believe that all children could learn; (4) many students did not want to work in schools with diverse populations; and (5) most students were ignorant of the civil rights movement and related historical issues. One crucial finding is that providing dissonance in terms of both knowledge and experience is crucial. (SM)
Descriptors: Cultural Differences, Elementary Secondary Education, Higher Education, Holistic Approach, Multicultural Education, Preservice Teacher Education, Preservice Teachers, Public Education, Reflective Teaching, Social Influences, Student Characteristics, Teacher Education Curriculum, Teacher Improvement
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Maryville University of Saint Louis MO
Note: Paper presented at the National Forum of the Association of Independent Liberal Arts Colleges for Teacher Education (5th, Louisville, KY, June 5-8, 1992).