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ERIC Number: ED446039
Record Type: Non-Journal
Publication Date: 2000-Apr-28
Pages: 19
Abstractor: N/A
Reference Count: N/A
Preparing Chinese American Teachers: Implications for Multicultural Education.
Sheets, Rosa Hernandez; Chew, Laureen
This study explored 48 Chinese-American teachers' and preservice teachers' perceptions of the multicultural course requirement in their teacher preparation program. Respondents had participated in one of four multicultural seminars between fall 1998 and fall 1999. They were asked to identify issues and suggest ways to improve this course. Data sources included questionnaires, focus group discussions, university documents, and observations. Results indicated that participants understood and embraced the tenets of multicultural education. Many expressed explicit admiration, appreciation, and respect for multicultural scholars. They could define and suggest ways to implement multicultural theory in their classrooms. This knowledge base and commitment was evident in the classroom presentations, lesson plans, and discussions integrating multicultural theory with curricular content. While participants could align their educational philosophy with multicultural theory, they were aware of the complexity of implementing multicultural theory in classrooms. While hopeful, they were realistic and frustrated with the current K-12 educational system. They not only questioned their personal K-12 experiences, but they were able to understand how the implementation of multicultural pedagogical knowledge could change schooling. They identified resistance as the major barrier to implementation of multicultural education by white teachers. (Contains 45 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