NotesFAQContact Us
Search Tips
PDF pending restoration PDF pending restoration
ERIC Number: ED091385
Record Type: RIE
Publication Date: 1974-May
Pages: 21
Abstractor: N/A
Reference Count: 0
Toward a Research Model of Multicultural Competency-Based Teacher Education.
Laosa, Luis M.
In order to develop an adequate multicultural competency based teacher education (CBTE) program, culturally-determined individual learner characteristics must be delineated and the nature of interactions between specific teacher behaviors and pupil characteristics must be investigated, in order to determine which set of teacher behaviors applied to a child with specified characteristics produce the desired pupil outcomes. In order to avoid stifling or rigidifying cultural evolution, models of CBTE programs must be developed which are based on a conceptualization of culture that is not statis, but continually evolving. Models of multicultural CBTE programs must show a sensitivity to the possibility that CBTE is antithetical to the values of certain cultural-linguistic groups in the United States. For instance, some individuals, given a certain set of sociocultural premises, may not find the potential emphasis of CBTE on individual rather than group study compatible with their relational style. Multicultural teacher competencies should be postulated as hypotheses to be tested empirically in specific situations. These hypotheses should be based on previous research findings, conventional wisdom, promising practices, existing theories of learning and human development, and expressed community needs. (HMD)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper prepared for the American Association of Colleges for Teacher Education, Multicultural Education/Competency-Based Teacher Education Project (May 1974)