An Investigation of the Multicultural Perceptions of Selected Secondary Social Studies Student Teachers.

Autor/inn/en	Homan, Evelyn B.; Person, William A.
Titel	An Investigation of the Multicultural Perceptions of Selected Secondary Social Studies Student Teachers.
Quelle	(1997), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Attitude Change; Case Studies; Cognitive Dissonance; Cultural Awareness; Cultural Differences; Higher Education; Knowledge Level; Multicultural Education; Preservice Teacher Education; Secondary Education; Social Studies; Student Teachers; Teacher Attitudes; Teaching Methods + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Case study; Fallstudie; Case Study; Kognitive Dissonanz; Cultural identity; Kulturelle Identität; Kultureller Unterschied; Hochschulbildung; Hochschulsystem; Hochschulwesen; Wissensbasis; Multikulturelle Erziehung; Lehramtsstudiengang; Lehrerausbildung; Sekundarbereich; Gemeinschaftskunde; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The multicultural perceptions and attitudinal shifts, if any, during student teaching of selected social studies student teachers at Mississippi State University were studied through a case study methodology that used observations, interviews, and document analyses, including scores on the Mississippi Teacher Assessment Instrument. The three student teachers from a class with the lowest scores on the Multicultural Perceptions Inventory and the three with the highest scores were selected. Perceptions and attitudes were assessed throughout the semester for these students and seven supervising teachers. Five of the six student teachers did not demonstrate the knowledge and skills deemed necessary according to the literature to provide the opportunity for the successful academic performance of culturally diverse students. Four of the six had positive attitudes toward culturally diverse students, but only one had the knowledge, skills, and attitudes necessary to be successful in teaching culturally diverse students. Only one of the supervising teachers scored high enough on the teacher assessment instrument to indicate an attitude favoring student strategies that are student-centered, individualized, and flexible. Most of the student teachers in this sample did not experience cognitive dissonance with culturally diverse students in the classroom and did not change their attitudes as a result. Student teachers need opportunities to experience student-centered teaching strategies as well as teacher-centered strategies. (Contains 23 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01