Pre-Service Teachers' Perspectives on Multicultural Education.

Autor/inn/en	Dharmadasa, Indranie; Dharmadasa, Kiri H.
Titel	Pre-Service Teachers' Perspectives on Multicultural Education.
Quelle	(2003), (15 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Age Differences; College Freshmen; College Seniors; Early Childhood Education; Graduate Students; Higher Education; Multicultural Education; Preservice Teacher Education; Student Diversity; Student Teacher Attitudes + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Studienanfänger; College; Colleges; Senior; Hochschule; Fachhochschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Multikulturelle Erziehung; Lehramtsstudiengang; Lehrerausbildung
Abstract	The purpose of this study was to identify preservice teachers' perspectives related to preparedness for multicultural education and to examine the extent to which they differed according to their age and college seniority status. It is important for teachers to have knowledge, skills, and self-awareness in multicultural education. Study participants were 32 perservice teachers, mostly African American, from an early childhood program in a Midwestern university. To gather data on three phases of multicultural education: "How much do you know?""How much have you developed?" and "How much are you currently able to do?" an instrument was developed with items adapted from IMPAC Project (1993). An ANOVA was performed to test the effects of preservice teachers' age and college seniority status on the three phases of multicultural education. Data were analyzed using descriptive statistics. The college seniority status did not record statistically significant differences in the three phases of multicultural education. However, age factor showed a statistically significant difference in the "How much have you developed?" phase. Mean scores for college seniority status showed that graduate students rated highest in the "How much do you know?" and "How much have you developed" phases. The freshmen had the highest mean scores for "How much are you currently able to do?" phase. (Contains 12 references.) (Author/SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01