Empowerment for Teachers in Multicultural Schools: Inviting the Teaching-Learning Exchange.

Autor/inn/en	Reed, Charlotte; Diez, Mary
Titel	Empowerment for Teachers in Multicultural Schools: Inviting the Teaching-Learning Exchange.
Quelle	(1989), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cultural Awareness; Elementary Secondary Education; Excellence in Education; Field Experience Programs; Higher Education; Holistic Approach; Multicultural Education; Preservice Teacher Education; Student Development; Student Teaching; Teacher Education Programs; Urban Schools + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Lernerfolg; Praxisnahes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Holistischer Ansatz; Multikulturelle Erziehung; Lehramtsstudiengang; Lehrerausbildung; Teaching practice; Unterrichtspraxis; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	The paper describes facets of the teacher education program at Alverno College (Milwaukee, Wisconsin) that facilitate teacher empowerment, especially the use of multicultural education to empower urban educators. It discusses aspects of urban teacher development, describes the teaching/learning and assessment processes that develop teachers, and shares the program design. The program begins with a human relations workshop. Concepts and issues from the workshop carry over to the curriculum. An invitational framework discusses topics like planning, lesson design, classroom management, teacher expectations, motivation, and student assessment. Prospective teachers test their understanding in field experience placements. Midway through the field experience (prior to student teaching), students discuss their own development with faculty. The final field experience pulls together the multicultural education, with two 9-week student teaching placements in multicultural schools. A philosophy of education course comes after student teaching, so students can create philosophies based on experience. Most students in the program start out frustrated, facing their own attitudes, and seeing the world as much larger than they realized. Ongoing self-reflection and faculty guidance results in growing adaptability and self-confidence. Students evidence broadened frames of reference and a growing commitment to developing urban learners. Faculty members also change in the process. As they talk to one another about the program, they collaboratively design courses and assessments that will prepare students to take ownership of the role of teacher as one who can make a difference. The paper includes 41 endnotes. (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC