Can Cultural Awareness Be Taught in Teacher Education Programs?

Haberman, Martin

doi:10.1080/1047621910040104

Cited by 85 publications

(39 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…to the weakest rated agreement for the statement that ''Issues of diversity are the main focus of the classes.' ' Haberman (1991) voiced a concern about faculty commitment to diversity training. This study found strong faculty support for the concept of diversity training, but weaker institutional implementation of diversity training.…”

Section: Diversity Perceptions Of Coe Facultymentioning

confidence: 97%

“…The instrument was designed to investigate how COE faculty perceive five aspects of diversity: (a) the importance of diversity training for pre-service teachers, (b) their college's support for training in diversity issues for pre-service teachers, (c) teaching diversity courses, (d) comfort with discussing diversity issues and (e) issues of racial 48 THE URBAN REVIEW sensitivity. These five aspects of diversity were derived from the authors' reflections (Colville-Hall et al, 1995;MacDonald et al, 2003) and theory about diversity issues as described by Haberman (1991), Villegas (1991), Melnick and Zeichner (1997), and Zeichner (1996). Haberman (1991), a proponent of quality preparation of pre-service teachers in the area of diversity, observed that ''After learning more about the potential for changing students in a particular institutional setting, it would seem reasonable to assess the faculty commitment to such an effort'' (p. 27).…”

Section: The Instrumentmentioning

confidence: 99%

“…These five aspects of diversity were derived from the authors' reflections (Colville-Hall et al, 1995;MacDonald et al, 2003) and theory about diversity issues as described by Haberman (1991), Villegas (1991), Melnick and Zeichner (1997), and Zeichner (1996). Haberman (1991), a proponent of quality preparation of pre-service teachers in the area of diversity, observed that ''After learning more about the potential for changing students in a particular institutional setting, it would seem reasonable to assess the faculty commitment to such an effort'' (p. 27). The instrument for this study was a self-constructed survey consisting of 44 items.…”

Section: The Instrumentmentioning

confidence: 99%

See 2 more Smart Citations

An Empirical Study of College of Education Faculty’s Perceptions, Beliefs, and Commitment to the Teaching of Diversity in Teacher Education Programs at Four Urban Universities

et al. 2006

View full text Add to dashboard Cite

This study used empirical data to investigate College of Education faculty's perceptions, beliefs, and commitment to diversity. A 44-item survey composed of Likert scale-type questions about characteristics, experiences, perspectives, and personal commitments to addressing diversity issues together with demographic questions, was administered to 116 COE faculty from four urban universities. A MANOVA where the independent variables were the demographic data and the dependent variables were five subscales Lynn A. Smolen is a Professor in the Department of Curricular and Instructional Studies, The University of Akron and has received her Ph.D. from the University of Florida. She teaches undergraduate and graduate courses in reading, ESL methods, and diversity issues. Her areas of interest in research are diversity issues, multicultural literature, and the reading development of culturally and linguistically diverse students. Susan Colville-Hall, is an Associate Professor in 45 0042-0972/06/0300-0045/0 Ó 2006 Springer ScienceþBusiness Media, Inc.(importance of diversity, training for pre-service teachers, college support, teaching diversity in courses, and issues of racial sensitivity) identified four statistically significant factors in faculty's beliefs regarding the importance of diversity. The study found no support for a relationship between the faculty's beliefs about the importance of teaching diversity and their teaching practices.

show abstract

Section: Diversity Perceptions Of Coe Facultymentioning

confidence: 97%

Section: The Instrumentmentioning

confidence: 99%

Section: The Instrumentmentioning

confidence: 99%

See 1 more Smart Citation

An Empirical Study of College of Education Faculty’s Perceptions, Beliefs, and Commitment to the Teaching of Diversity in Teacher Education Programs at Four Urban Universities

et al. 2006

View full text Add to dashboard Cite

show abstract

“…whose background may already support the dispositions and structural interpretive framework needed (McDonald & Zeichner, 2009 ;Villegas & Lucas, 2002 ;Wang & Gao, 2013 ;Zeichner, 2009a ). As Haberman ( 1991 ) suggested years ago, it may be easier to pick the right people rather than try to change the wrong ones.…”

Section: Recommendations For Developing Dispositions/interpretive Framentioning

confidence: 96%

Social Justice and Teacher Education: Context, Theory, and Practice

Chubbuck

Zembylas

2016

International Handbook of Teacher Education

View full text Add to dashboard Cite

Teacher education focused on social justice does not exist in a vacuum. Its theory and practice reside in a global context that can exert considerable infl uence on its formulation and expression, even as those very contexts also can be infl uenced by theory and practice as those develop over time. Examining the contextualization of teacher education for social justice with a delineation of its theory and practice is important to advance the fi eld. With that goal in mind, this chapter examines relatively recent scholarship-theoretical and empirical -on the context, theory, and practice of teacher education informed by goals of social justice.The timeliness of this review is clear. According to many educational theorists and researchers , primarily from 2008 to 2011 when publications peaked, the term 'social justice' is used generously throughout teacher education programmes, at least in the United States, with ill-defi ned meaning, often functioning more as emotionally evocative slogan than substantive guide

show abstract

“…Pessimistically, Haberman (1991) maintained that certain forms of multiculturalism could not even be taught in TEPs as they existed at the time. He asserted that the best that institutions could do without substantial change was to select candidates who had what he called "cultural awareness" (p. 25) before they entered TEPs.…”

Section: Dispositions Assessmentmentioning

confidence: 99%

Evaluating the Dispositions of Teacher Education Candidates: A Place for Self-Assessment

Al-Rawashdeh

Ivory

Writer

2017

J. educ. psychol. stud.

View full text Add to dashboard Cite

Abstract:The study explored how New Mexico State University (NMSU) teacher candidates understand the assessment form, the assessment process, and the meaning of dispositions assessment according to NCATE standards as related to their development of professional dispositions. The study utilized a qualitative methodology. We used the focus group method with four groups: elementary (N=3), secondary (N=10), early childhood (N=6), and special education candidates (N=4). We asked teacher candidates about their understanding of dispositions and the dispositions assessment process at the beginning of their program and at the end of their program. Based on the analysis, we found that self-assessment of dispositions at this institution is well-grounded conceptually, and the teacher education candidates found the process to be meaningful to them, but that teacher education candidates" perspectives suggest it has been flawed in execution. We conclude with recommendations both for the teacher education program we have studied and for teacher education accreditation agencies.

show abstract

Can Cultural Awareness Be Taught in Teacher Education Programs?

Cited by 85 publications

References 1 publication

An Empirical Study of College of Education Faculty’s Perceptions, Beliefs, and Commitment to the Teaching of Diversity in Teacher Education Programs at Four Urban Universities

An Empirical Study of College of Education Faculty’s Perceptions, Beliefs, and Commitment to the Teaching of Diversity in Teacher Education Programs at Four Urban Universities

Social Justice and Teacher Education: Context, Theory, and Practice

Evaluating the Dispositions of Teacher Education Candidates: A Place for Self-Assessment

Contact Info

Product

Resources

About