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ERIC Number: EJ902669
Record Type: Journal
Publication Date: 2010
Pages: 15
Abstractor: ERIC
Reference Count: 32
ISSN: ISSN-1047-8248
Social Foundations and Multicultural Education Course Requirements in Teacher Preparation Programs in the United States
Neumann, Richard
Educational Foundations, v24 n3-4 p3-17 Sum-Fall 2010
Teacher quality has been a central issue in discourse on improvement of schooling outcomes. While the importance of teacher quality is widely acknowledged, there is considerable dispute regarding necessary skills, knowledge, and dispositions of a highly qualified teacher, as well as the methods for producing such teachers. Indeed, even the definition of teacher effectiveness is contested. One area of teacher preparation that has been marginalized in the debate on teacher quality is the social foundations of education (SFE), a critical, interdisciplinary area of study that examines education and schooling through lenses of history, philosophy, and the social sciences. In recent years, and particularly since the onset of the new century, the value of skills, knowledge, and dispositions promoted in teacher preparation SFE courses and the subsumed or related knowledge domain of multicultural education (ME), have been largely ignored in policy documents on teacher quality. Although limitations of extant data preclude comparison of current course requirements in SFE/ME with those in teacher education programs of the past, establishment of a benchmark on course requirements in this area will help clarify the status of SFE/ME in the field and enable future assessments of trends. This study examined the question of course requirements in SFE and ME in university-based teacher preparation programs in the United States that lead to an initial credential. (Contains 2 tables.)
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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: United States