Approaches to Multicultural Education in Preservice Teacher Education: Philosophical Frameworks and Models for Teaching

Autor/in	Smith, Earl Bradford
Titel	Approaches to Multicultural Education in Preservice Teacher Education: Philosophical Frameworks and Models for Teaching
Quelle	In: Multicultural Education, 16 (2009) 3, S.45-50 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	Stellungnahme; Social Justice; Preservice Teacher Education; Student Teachers; Teacher Effectiveness; Multicultural Education; Equal Education; Educational Practices; Teaching Methods; Curriculum Development; Power Structure; Racial Differences; Cultural Differences; Educational Philosophy + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Multikulturelle Erziehung; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Rassenunterschied; Kultureller Unterschied; Bildungsphilosophie; Erziehungsphilosophie
Abstract	With the increase in ethnic diversity in the United States, many educators have recognized the need to expand their knowledge of multicultural education in the public schools. The success or failure of multicultural education depends upon the effective preparation of teachers and administrators. These teachers must be competent in the courses they teach if their students are to be academically successful. However, teachers face multiple and complex issues that challenge many of their traditional educational practices and assumptions. As the percentage of diverse students grows, it becomes increasingly important to sensitize teachers to the importance of culture and how it impacts the teaching and learning process. Effective teachers in a diverse world need an education that enables them to attain new knowledge, paradigms, and perspectives on the United States and the world, and to deal effectively with both the challenges and opportunities of diversity. It is also significant to construct a curriculum that supports student teachers with full acknowledgement of differences in race, culture, and gender to interrogate their experiences, understand schools as sites for struggles over power, and become better prepared to teach in an increasingly multiracial and multicultural society. In this article, the author aims to demonstrate how implementing a multicultural education philosophy supported by immersion experience models can help classroom teachers promote educational equity and social justice while helping all students reach their academic and social potential. The author focuses on published data-based research studies that examine the preparation of teachers for schools that serve historically underserved, multicultural student populations. In conclusion, the author asserts that a multicultural approach to training educators and practitioners is essential in an increasingly diverse society. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10