ERIC Number: ED356229
Record Type: RIE
Publication Date: 1993-Apr
Multicultural Infusion: A Strategy for Science Teacher Preparation.
Barba, Robertta H.
Under-representation of minority students in science, mathematics, and related scholarly pursuits results in a significant portion of minority students unprepared to participate in science-related careers in adult life. Multicultural infusion offers an opportunity for science teacher educators to prepare a new generation of science teachers capable of meeting the needs of culturally diverse learners. Five components of programs that prepare teachers for multicultural classrooms are: (1) broad general education; (2) subject matter competency; (3) awareness of the needs of culturally diverse children; (4) content area pedagogical knowledge; and (5) field experiences working with culturally diverse learners. This approach produces culturally and ethnically literate teachers, incorporates the needs of culturally diverse learners into all aspects of science teacher preparation, and offers an opportunity for science teacher educators to prepare a new generation of science teachers. Existing education courses need to be restructured to address the needs of future teachers in multicultural classrooms by the use of a constructivist approach to teaching and learning, the incorporation of appropriate instructional strategies for culturally diverse learners, inclusion of relevant course content, introducing language acquisition skills, and a focus on social and cultural characteristics of diverse learners. (Contains 85 references.) (LL)
Descriptors: Cultural Awareness, Cultural Pluralism, Education Courses, Educational Needs, Elementary Secondary Education, Ethnic Studies, Futures (of Society), Higher Education, Literature Reviews, Mathematics Education, Minority Groups, Multicultural Education, Preservice Teacher Education, Science Education, Teacher Education Curriculum, Teacher Educators, Teacher Qualifications
Publication Type: Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (Atlanta, GA, April 15-19, 1993).