ERIC Number: ED320903
Record Type: RIE
Publication Date: 1990-Feb
Orientation towards Diversity: What Do Prospective Teachers Bring? Research Report 89-9.
This paper draws on baseline data from the National Center for Research on Teacher Education to examine the approaches to learner diversity held by prospective teachers participating in five U.S. teacher education programs. Four layers of meaning given to the concept of diversity are proposed: individual, categorical, contextual, and pedagogical views of differences. In surveys and interviews with prospective teachers, it was found that individual and categorical views predominate, with psychological orientations and an emphasis on the individual underlying most of the responses. These beginners value ideals of equality and fairness but have difficulty envisioning concrete pedagogical means towards supporting these goals. Dilemmas that have shaped much of American educational history pose problems for these prospective teachers. These findings raise methodological and conceptual puzzles and hint at implications for teacher education practice. (Author)
Descriptors: Cultural Differences, Divergent Thinking, Education Majors, Higher Education, Individual Differences, Preservice Teacher Education, Social Attitudes, Socialization, Teacher Attitudes, Teacher Characteristics, Teacher Motivation, Teaching Methods
National Center for Research on Teacher Education, 116 Erickson Hall, College of Education, Michigan State University, East Lansing, MI 48824-1034 ($4.75).
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Teacher Education, East Lansing, MI.