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ERIC Number: EJ863317
Record Type: Journal
Publication Date: 2009
Pages: 11
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: ISSN-0162-6620
Developing Teacher Epistemological Sophistication about Multicultural Curriculum: A Case Study
Sleeter, Christine
Action in Teacher Education, v31 n1 p3-13 Spr 2009
Teachers are significant curriculum decision makers in their classrooms. How does teachers' thinking about curriculum develop in the context of teacher education coursework, and how might an analysis of a novice teacher's learning to think more complexly inform teacher education pedagogy? This article presents a case study of a 2nd-year teacher who was in a graduate-level Multicultural Curriculum Design course, which was designed to develop the complexity with which teachers understand and plan curriculum. Data--which included student papers, a reflective journal, classroom observation of the teacher, and an interview--are analyzed using a rubric that differentiates novice, developing, and accomplished teachers' thinking about multicultural curriculum. (Contains 1 table.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A