ERIC Number: EJ857473
Record Type: Journal
Publication Date: 2009
Reference Count: 41
Preparing Multicultural Teacher Educators: Toward a Pedagogy of Transformation
Vescio, Vicki; Bondy, Elizabeth; Poekert, Philip E.
Teacher Education Quarterly, v36 n2 p5-24 Spr 2009
As the population of the United States becomes more diverse, both challenges and opportunities are created for the educational system. The gap that currently exists between a predominantly White, middle class, female teaching workforce and an increasingly heterogeneous population of students is one of the key factors that shapes these challenges. In an attempt to address this gap and better serve the needs of all children, Banks (2006) has advocated that every level of education should be "substantially reformed and educators must acquire new knowledge and skills." The efforts of teacher education programs in this endeavor are critical to any hope for successful change. It stands to reason, however, that if the majority of teacher educators come from positions within teaching, then they are likely to be more similar to those currently entering the teaching workforce than to the students occupying seats in classrooms. With this in mind, it is imperative for doctoral programs in education to follow the lead of the multicultural teacher education literature and help future teacher educators cultivate the strategies and habits of mind necessary for preparing culturally responsive teachers. This article reports a research which examines the experiences of students in a doctoral seminar in critical pedagogy that attempts to foster multicultural knowledge and dispositions by providing future teacher educators with opportunities to examine their sociocultural identities while critically exploring the current system of education in the United States. Specifically, the focus is to understand the impact the course had on participants' personal and professional beliefs and practices. Additionally, the researchers were interested in features of the seminar that explained its impact on the participants. Insights from the study have implications for transforming teacher educators and are therefore relevant to successful multicultural teacher education.
Descriptors: Critical Theory, Multicultural Education, Teacher Education Programs, Doctoral Programs, Program Effectiveness, Teacher Educators, Participant Satisfaction, Teacher Workshops, Beliefs, Student Teacher Attitudes, Essays, Interviews, Constructivism (Learning), Educational Experience
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: United States