ERIC Number: EJ789110
Record Type: Journal
Publication Date: 2004
Reference Count: 30
"My Eyes were Opened": Tracing the Conceptual Change of Pre-Service Teachers in a Special Education/Multicultural Education Course
Trent, Stanley C.; Dixon, Danielle J.
Teacher Education and Special Education, v27 n2 p119-133 Spr 2004
As the number of culturally and linguistically diverse (CLD) learners with disabilities increases in the United States, many educators and policymakers purport that teacher education programs (TEPs) must incorporate multicultural education more substantively. However, we know very little about the impact of multicultural education on the thinking and actions of preservice teachers. Moreover, we know very little about how changes in content and format affect their outcomes on evaluative measures. This study traces the conceptual change of 26 preservice teachers enrolled in an introductory special education course with a multicultural component. Concept mapping and comparative essays were used to analyze quantitatively and qualitatively which concepts the preservice teachers found most salient and specific. Results indicated statistically significant changes in the concepts the students' deemed most central and specific. Also, qualitative analysis revealed that students' post-maps were more complex than their pre-maps. Implications for research and practice are included.
Descriptors: Preservice Teacher Education, Preservice Teachers, Multicultural Education, Teacher Education Programs, Special Education, Concept Formation, Student Diversity, Special Needs Students, Disabilities, Student Teacher Attitudes, Concept Mapping, Essays, Education Courses, Instructional Effectiveness
Teacher Education Division of the Council for Exceptional Children. Available from: Allen Press, Inc. 810 East 10th Street, Lawrence, KS 66044. Tel: 800-627-0629; Web site: http://www.tese.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Authoring Institution: N/A