ERIC Number: ED392860
Record Type: RIE
Publication Date: 1995-Mar
Reference Count: N/A
Researching the Induction of Intending Elementary Science Teachers in Multicultural Settings: The Science Methods Component.
McGinnis, J. Randy; Davis, Rachel T.
This in-depth case study investigated the deliberate attempt to infuse a multicultural perspective throughout a science methods course required of all intending elementary teachers at a major research university. Intending teachers' perspectives of being inducted into a profession overtly signifying its commitment to multicultural awareness and action were documented during multicultural activities, class discussions, guided individual journal entries, group and individual semi-structured audiotaped interviews, and field notes taken during the 2-day a week school-based placement in multicultural settings. Data from an initial sample of 40 preservice teachers were analyzed through standard qualitative techniques to generate insights for science teacher educators. Implications for science teacher education focus on two assertions: the evolutionary aspect of multicultural awareness among intending elementary science teachers and the crucial influence of the science methods instructors. Appendix A contains journal writing questions, and Appendix B contains the study survey. Appendixes labeled E, F, and G contain interview protocols. (Contains 16 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Preservice Teachers
Note: Paper presented at the Annual Meeting of the National Science Teachers Association (Philadelphia, PA, March 23-26, 1995). For related paper, see UD 030 822. Appendices C and D not included with copy received by ERIC.