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ERIC Number: ED430955
Record Type: Non-Journal
Publication Date: 1999-May
Pages: 16
Abstractor: N/A
Reference Count: N/A
Teacher Educators: A Minority Perspective on Preparing Majority Preservice Teachers for Diverse Classrooms.
Dorrington, Adriane E. L.; Ramirez-Smith, Christina
This article presents results from a survey involving 83 predominantly white, female, undergraduate and graduate preservice teachers at a small liberal arts college in Virginia. The preservice teachers were asked to complete a survey describing challenges they perceived they would encounter as future teachers required to work with culturally, linguistically, and special needs student populations. Additionally, the survey asked them to describe the skills necessary to help them face these challenges. Data analysis revealed that they had a high degree of uncertainty in teaching students with cultural and linguistic differences in comparison to teaching students with special needs. They believed that they needed courage and risk-taking skills to meet the challenge of diverse classrooms. Few students had given serious consideration to taking teaching jobs in urban schools rather than in their own communities. Many respondents expected their employers to provide inservice training on diversity rather than being responsible for their own professional development. Respondents' understanding of diversity tended to be superficial. Respondents expected there to be communication barriers and implied that it was important for minority students to be able to understand the teachers rather than the teachers to understand them. Respondents worried about being able to create a positive learning environment with equitable treatment for all. (Contains 13 references.) (SM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Virginia