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ERIC Number: ED478389
Record Type: Non-Journal
Publication Date: 2003-Apr
Pages: 25
Abstractor: N/A
Reference Count: N/A
Incorporating a Transformative Multicultural Perspective into a State's Policy for Teacher Candidate Pedagogy Performance.
Vavrus, Michael
This paper describes one aspect of a project that resulted in a required, common teacher candidate pedagogy assessment instrument for use by all teacher preparation programs in Washington State. It examines multicultural components embedded in the conceptual framework and instrument and the process leading to this product. It also describes a multicultural pedagogical assessment of teacher candidates as part of a case of high stakes, statewide collaboration. In this study, the Washington Association of the Colleges for Teacher Education interfaced with legislative actions and with the state's Office of the Superintendent of Public Instruction. The study examined aspects of individual and institutional support for and resistance to incorporation of a transformative multicultural perspective into the statewide pedagogy assessment instrument, noting specific transformative multicultural performance expectations that could be incorporated into the instrument. Examples of transformative multicultural and democratic perspectives that appear in the pedagogy assessment document are included, focusing on: transformative academic knowledge, culturally responsive teaching, low-status/historically marginalized students, and inclusive democratic learning communities. Though there has been resistance to multicultural perspectives, a significant number of Washington teacher educators have welcomed the opportunity to expand their multicultural knowledge base in an effort to help their teacher candidates close the achievement gap. (Contains 30 references.) (SM)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Washington