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ERIC Number: ED330661
Record Type: RIE
Publication Date: 1991-Feb
Pages: 17
Abstractor: N/A
Reference Count: N/A
Classroom Skills for Effective Minority Teacher Education. Notes. Rough Draft.
Bainer, Deborah L.
This paper seeks to: (1) identify why there are so few minority teacher candidates; (2) identify factors which tend to influence the academic success of minority preservice teachers; (3) identify factors under the control of teacher educators which may increase minority retention; and (4) make recommendations to facilitate change in teacher preparation programs with minority candidates. The following factors are identified: undereducation of minority children and youth in elementary and secondary schools; the increasing use of competency tests at the beginning or end of teacher education programs; inequity in teacher education programs--biased curriculum materials and unbalanced program content; ineffective teaching by university professors; different cultural backgrounds and learning styles; and the need for instruction to be delivered in cross-racial and cross-ethnic settings. Based on an understanding of these factors, recommendations for teacher educators are made. Teacher educators must: learn classroom skills for effective multicultural instruction; work with liberal arts faculty to enhance student achievement; encourage the development of bicultural teaching skills in minority students; assess and address the perceived needs of minority teacher candidates; and develop and display cognitive competencies for multicultural education. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Association of Teacher Educators (71st, New Orleans, LA, February 17-21, 1991).