NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED553300
Record Type: Non-Journal
Publication Date: 2013
Pages: 135
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3030-5364-1
ISSN: N/A
"Turn It Up": A Diversity Workshop to Prepare Preservice Teacher Candidates for Multicultural Classrooms
Argento-Smith, Constance A.
ProQuest LLC, D.Ed. Dissertation, Capella University
The specific focus of this action research study was to improve the institutional process for preservice teacher candidates in diversity awareness. A diversity workshop intervention was designed to help prepare nonminority teacher candidates to work with demographically diverse populations in P-12 classrooms. The study was conducted at a private, Catholic, liberal arts university with a student body of approximately 3,000; offering more than 50 majors at the undergraduate, master's, and PhD levels; and housing campuses in Ohio, Italy, and Africa. The research study collected qualitative data to answer the research question regarding ways in which a structured diversity workshop as a professional development intervention can increase cultural awareness in culturally nonminority preservice teacher candidates. The population of interest for the study was preservice teacher candidates enrolled in the semester prior to their student teaching semester. A total of 363 teacher candidates were enrolled in the program, 53 of whom were in the pre-student teaching course targeted for the diversity intervention. Of the 53 candidates, 11 participated in the study. The study consisted of three tiers: a semistructured preinterview, a structured diversity workshop as a professional development intervention plan, and a semistructured postinterview. The results of the study revealed ways in which preservice teacher candidates increased cultural awareness and how the diversity workshop contributed to that increase. The voices from the field bridged a gap in the research of collaboration in professional learning communities for P-12 schools and higher education and opened the dialogue door for preservice teacher candidates. Recommendations were made to establish a diversity component embedded in teacher education programs and partner with beyond-border universities to establish 21st-century theory-to-practice models that enhance a global perspective of cultural awareness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Africa; Italy; Ohio