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ERIC Number: EJ849657
Record Type: Journal
Publication Date: 2008
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1011-3487
The Attitudes, Beliefs and Anticipated Actions of Student Teachers towards Difference in South African Classrooms
Vandeyar, S.
South African Journal of Higher Education, v22 n3 p692-707 2008
Recognizing that teacher commitments are consequential for classroom practice, this research seeks to understand the beliefs, perceptions and attitudes among student teachers towards diversity in their classroom. Using evocative case studies drawn from everyday classroom practice, this study draws out the existing understandings and commitments of this group of white South African student teachers on a subject (diversity in education) that continues to occupy center stage in policy reforms twelve years after the legal termination of apartheid. There are three major research findings emanating from this study: first, that students do not enter pre-service training as "blank slates" with respect to diversity questions; second, that white student teachers are diverse in their attitudes, beliefs and strategies for dealing with diversity; and third, that teacher education program designs, correctly implemented, can challenge and change pre-existing attitudes and beliefs of student teachers towards difference in South African classrooms. (Contains 1 note.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa