Teacher Preparation for Culturally Diverse Classrooms: Performance-Based Assessment of Beginning Teachers

Autor/inn/en	Daunic, Ann P.; Correa, Vivian I.; Reyes-Blanes, Maria E.
Titel	Teacher Preparation for Culturally Diverse Classrooms: Performance-Based Assessment of Beginning Teachers
Quelle	In: Teacher Education and Special Education, 27 (2004) 2, S.105-118 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
Schlagwörter	Preservice Teacher Education; General Education; Teacher Education Programs; Program Effectiveness; Knowledge Base for Teaching; Beginning Teachers; Student Diversity; Performance Based Assessment; Cultural Pluralism; Special Education Teachers; Culturally Relevant Education; Disabilities; Teaching Skills; Florida + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Allgemein bildendes Schulwesen; Allgemeinbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Junior teacher; Junglehrer; Leistungsermittlung; Kulturpluralismus; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Handicap; Behinderung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	To respond to an increasingly diverse student population, educators need to evaluate how well teacher education programs prepare graduates in culturally responsive teaching (CRT). In this study, we used a performance-based assessment to determine whether (a) different levels of preservice preparation in CRT and (b) preparation in special versus general education affected foundational CRT skills of 68 beginning teacher graduates of 4 traditional university programs. Preparation was designated as high or low according to participants' recollections of preservice coursework and internship experiences. Scores on nine performance criteria selected for their relevance to CRT were analyzed using a 2 X 2 multivariate analysis of variance. We found no differences due to level of preparation in CRT, but special and general education teachers differed on three criteria: knowledge of students' backgrounds, fairness, and extending students' thinking. We discuss implications for future research, measurement, and accountability in teacher education. (Contains 7 tables and 1 figure.) (Author).
Anmerkungen	Teacher Education Division of the Council for Exceptional Children. Available from: Allen Press, Inc. 810 East 10th Street, Lawrence, KS 66044. Tel: 800-627-0629; Web site: http://www.tese.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10