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ERIC Number: ED444976
Record Type: RIE
Publication Date: 2000-Apr
Pages: 17
Abstractor: N/A
Teacher Education: Preparing Teachers for Diversity.
Edwards, Sarah; McNamara, Karen; Carter, Kathy
This qualitative case study documents how one student teacher was able to enrich her understanding of what it means to work in a multicultural environment. The study examined what the student teacher considered to be culturally responsive teaching and how she described culturally responsive teaching. As part of a larger study, she read 12 teaching cases on culturally relevant teaching and wrote a well-remembered event (WRE) in order to gain understanding of her beliefs about culturally responsive teaching. This led to the creation of categories and concepts that enabled her to engage in reflective discourse on issues related to diversity. The categories were interaction, ownership, accommodation, and opportunity. The student teacher noted three reasons for her struggle to incorporate culturally relevant teaching techniques: not taking the chance to try her ideas, being prevented from trying the ideas, and trying the ideas with no noticeable student response. The study shows that teaching cases offer a powerful tool for giving voice to preservice teachers and provide a means for preservice teachers to discuss ways that these beliefs may be enacted in future practice. The WREs and teaching cases provided the student teacher with the means for personal reflection. (Contains 32 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 Educational Research Association (New Orleans, LA, April 24-28, 2000).