NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ741907
Record Type: Journal
Publication Date: 2006-Aug
Pages: 16
Abstractor: Author
Reference Count: 44
ISBN: N/A
ISSN: ISSN-0261-9768
Teaching for Diversity, Social Justice and Global Awareness
Clarke, Marie; Drudy, Sheelagh
European Journal of Teacher Education, v29 n3 p371-386 Aug 2006
This paper explores the problems and challenges of teaching for diversity, social justice and global awareness in initial teacher education. It addresses the issues of student teacher identity, the attitudes of students, and their approach to classroom practice. The authors argue that general attitudes to issues of diversity, must be placed within the context of changes in society and changing social attitudes. Understanding students' approaches to their praxis is also essential if we are to understand the impact of initiatives in initial teacher education. Few studies have examined the links between preservice teachers' attitudes and their classroom practices. Only by conducting such an analysis can any real insights be gained into how student teachers actually respond to issues of diversity and of practice. This paper presents the findings of the quantitative dimension of a multilevel, qualitative and quantitative research study on student teachers' attitudes to diversity and their preferred teaching strategies in the classroom. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940. Web site: http://www.tandf.co.uk/journals/default.html.
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A