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ERIC Number: ED354231
Record Type: Non-Journal
Publication Date: 1992-Nov
Pages: 20
Abstractor: N/A
Reference Count: N/A
Effects of Formal Instruction on Preservice Teachers' Beliefs about Multicultural Education.
Moore, Thomas L.; Reeves-Kazelskis, Carolyn
This study was conducted to determine whether formal instruction in multicultural education would produce changes in preservice teachers' beliefs about basic concepts related to the topic. The sample consisted of 31 preservice teachers enrolled in 2 sections of a practicum course in early childhood education. Three professors planned and delivered five hours of formal instruction, including lectures and an oral dialog between two professors of different racial backgrounds. Preservice teachers (N=31) received the instruction in three sessions. Prior to the first lecture session and six weeks after the last one, the education majors responded to the Survey of Multicultural Education Concepts (SMEC). The SMEC is designed to assess beliefs and attitudes about multicultural education with items representing: racism, sexism, stereotyping, linguistic views, special holidays, and educational practices. Results of the study suggest that carefully planned and implemented formal instruction may be used to change preservice teachers' beliefs about cultural diversity. It is recommended that formal instruction include lectures by professors of differing races and genders. A copy of the SMEC along with pre- and post-means responses are appended. (Contains 14 references.) (LL)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A