Multicultural Teacher Education: Research, Practice, and Policy.

Autor/in	Ladson-Billings, Gloria
Titel	Multicultural Teacher Education: Research, Practice, and Policy.
Quelle	(1995), (13 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Case Studies; Cultural Awareness; Educational Change; Educational Policy; Educational Practices; Educational Research; Elementary Secondary Education; Higher Education; Literature Reviews; Multicultural Education; Qualitative Research; Research Problems; Teacher Education; Teaching Methods + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Cultural identity; Kulturelle Identität; Bildungsreform; Politics of education; Bildungspolitik; Bildungspraxis; Bildungsforschung; Pädagogische Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Multikulturelle Erziehung; Qualitative Forschung; Forschungskritik; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The failure of major educational reform efforts to acknowledge the multicultural needs of tomorrow's teachers illustrates the marginal status that issues of multicultural education and multicultural teacher education typically receive. This paper examines the literature on multicultural teacher education. The review suggests that teacher education is problematic and that it is impossible to decontextualize multicultural teacher education from the overall problems of the field. Examining the work of previous multicultural teacher educators raises questions about the growth of the field and the quality of that growth. Current multicultural teacher education scholarship is beginning to balance the experimental and quasi-experimental research that has been prominent with a more qualitative case literature that uncovers the wisdom of practice. The increased use of autobiography, restructuring of field experiences, examination of situated and culturally specific pedagogies, and the return of the researcher to the classrooms of experts are resulting in the development of a critical multicultural teacher education. (Contains 152 references.) (SLD)
Anmerkungen	Individual chapters not available separately.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC