ERIC Number: ED394979
Record Type: RIE
Publication Date: 1996-Feb
Empowering Student Teachers To Teach from a Multicultural Perspective.
Moore, John A.
This paper presents case studies of four middle school preservice teachers' experiences with multicultural education during their approximately 16-week student teaching practicum in the southeastern United States. Student teachers were male and female, aged 21 to 42 years; one was African-American and three were European-American. The study was designed to provide descriptive information as well as to show practical examples of student teachers' multicultural teaching opportunities and lack of opportunities in mathematics, science, language arts, and social studies. Factors that impeded the practice of culturally diverse teaching by these four student teachers included lack of preparation for multicultural teaching in teacher education courses, lack of personal learning experiences, lack of demonstration and guidance in culturally diverse teaching, and lack of encouragement by supervisory and cooperating teachers. Based on findings in this research, it is recommended that more emphasis be placed on genuine and comprehensive multicultural learning experiences, that more connections be presented between comprehensive subject specific content and components of diversity, that multicultural teaching be required as part of the teacher education program, and that student teachers have some degree of autonomy in constructing lessons and learning during the practicum. (Contains 10 references.) (NAV)
Descriptors: Case Studies, Cooperating Teachers, Cultural Awareness, Higher Education, Intermediate Grades, Junior High Schools, Middle Schools, Multicultural Education, Practicum Supervision, Preservice Teacher Education, Student Teacher Attitudes, Student Teacher Supervisors, Student Teachers, Student Teaching, Teacher Empowerment, Teacher Student Relationship
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: Administrators; Teachers; Practitioners
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (Chicago, IL, February 21-24, 1996).