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ERIC Number: ED418053
Record Type: RIE
Publication Date: 1998-Feb-25
Pages: 54
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Educating Culturally Responsive Teachers: An Introduction to Process-Oriented or Developmental Approaches.
Cadray, Joseph P.; McAllister, Gretchen
This paper shares research from two professional development initiatives that focused on changes in teacher educators' and teachers' multicultural thinking, discussing the use of a developmental perspective to structure and evaluate such initiatives. The first study involved an action research project that examined six teacher educators' experiences during committee work designed to enhance multiculturalism during teacher preparation. The intervention attempted to reduce the gap between the college's multicultural mission and the traditional practice of Teacher Preparation Committee members. During the first intervention session, participants discussed the perceived gap, then in a second session, they reacted to data from the first and discussed alternative frames of preparing teachers for cultural diversity. They progressed through four stages of reflective understanding (basic, strategic, communicative, and transformational). The second study investigated 11 diverse classroom teachers' experiences in a professional development program designed to enhance their thinking about children's cultures and its practical applications in the classroom. The context for the study was the professional development center, CULTURES (Center for Urban Learning/Teaching and Urban Research in Education and Schools), which helps practicing teachers work more effectively with diverse students in urban settings. Pre- and post-CULTURES interviews with participants indicated that teachers changed their view of cultural differences and cross-cultural behaviors. Teachers exhibited more ethnorelative behavior and thinking after the intervention. (Contains 52 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
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 American Association of Colleges for Teacher Education (New Orleans, LA, February 25-28, 1998).