The impact of a field immersion program on pre-service teachers’ attitudes toward teaching in culturally diverse classrooms

Wiggins, Robert A.; Follo, Eric; Eberly, Mary B.

doi:10.1016/j.tate.2007.02.007

Cited by 104 publications

(53 citation statements)

References 16 publications

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“…Moreover, attending an MCE workshop can significantly predict teacher-perceived MCEP. These findings were, to some extent, in line with those of several other studies, showing that courses or workshops in MCE positively impact in-service teachers' beliefs (Edwards & Kuhlman, 2007;Wiggins, Follo, & Eberly, 2007). Further, teachers' beliefs significantly influence how they plan, organize, and implement their lessons and their responsiveness to their students (Staub & Stern, 2002;Stipek, Givvin, Salmon, & MacGyvers, 2001;Fong & Sheets, 2004;Leonard & Leonard, 2006;McCall, 1995;Montano, Lopez-Torres, & DeLissovoy, 2002).…”

Section: Resultssupporting

confidence: 88%

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Relationships among Secondary School Teacher Multicultural Education Beliefs, Perceived Multicultural Education Praxis, Gender and Workshop Attendance

Lin¹,

Wu²

2014

JSE

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This study examined the relationships among secondary school teacher perceptions of multicultural education belief (MCEB), multicultural education praxis (MCEP), teachers' gender, ethnicity, and attendance of multicultural education (MCE) workshop. The participants were 464 secondary school teachers from central Taiwan. Descriptive statistics, t-test, product moment correlation, and multiple regressions were applied to analyze the data. The analytical results showed that significant differences were found between teachers' gender and attendance of MCE workshop. A positive and significant correlation between perceived MCEB and MCEP, i.e., perceived MCEB could predict perceived MCEP. At levels of teaching strategy, learning assessment, classroom management, and overall, the MCEB dimension, special need was the strongest predictor of perceived MCEP. At curriculum design level, ethnicity and special need were the best predictors of perceived MCEP. Teachers' attendance of MCE workshop could significantly predict perceived MCEP at levels of teaching strategy, curriculum design, learning assessment, classroom management, and overall. However, perceived MCEB could not be predicted from teacher's gender.

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Section: Resultssupporting

confidence: 88%

“…Teachers must acquire multicultural competencies that become a deep appreciation for diversity and guide culturally relevant teaching (Ambe, 2006). Evidence also shows that courses or workshops in MCE positively impact on the views of in-service teachers (Edwards & Kuhlman, 2007;Wiggins, Follo, & Eberly, 2007).…”

Section: Introductionmentioning

confidence: 99%

Relationships among Secondary School Teacher Multicultural Education Beliefs, Perceived Multicultural Education Praxis, Gender and Workshop Attendance

Lin¹,

Wu²

2014

JSE

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“…Such placements contrast directly with recommendations of U.S. researchers Causey, Thomas and Armento (2000), who suggest that extensive field experiences in 4 diverse settings -alongside structured opportunities for reflection, self-analysis, and discourse on equity issues -are crucial in moving prospective teachers toward the confrontation and modification of prior beliefs through a provocation of cognitive dissonance. The research of Wiggins, Follo and Eberly (2007) echoes the benefits of intensive, long-term targeted field placements in diverse school contexts in improving the attitudes of U.S. pre-service teachers.…”

Section: Introductionmentioning

confidence: 99%

A Bourdieuian analysis of teachers' changing dispositions towards social justice: the limitations of practicum placements in pre-service teacher education

Mills

2013

Asia-Pacific Journal of Teacher Education

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As populations in contemporary Western societies grow increasingly diverse, preparing predominantly White middle class pre-service teachers to better understand and work with difference productively has become increasingly critical. Historically, however, teacher education programs have aimed to address diversity with add-on or piecemeal approaches, with little success. This article illustrates and theorises change in two Australian teachers' dispositions towards social justice over time from a Bourdieuian perspective. It attempts to inform our understanding of current pre-service teacher education program inadequacies with a view to providing implications in relation to the constraints of the limited and limiting nature of practicum placements. Fundamentally, its goal is to improve the preparedness of pre-service teachers to cater for diversity in socially just ways.2

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“…This community engagement can take several forms including volunteering in the community; conversing with employees while patronizing community businesses; attending community events that address sociopolitical, educational, or economic issues; and/or residing within the community. By meaningfully engaging diverse community members long-term, immersion can encourage educators to move beyond stereotypes of students living in poverty and gain a deeper understanding of and appreciation for cultural norms present in their students' communities (Wiggins, Follo, & Eberly, 2007). Community immersion can also help educators identify and connect with sources of support for students living below the poverty line.…”

Section: Work With Local Community Partners To Respond To Outside-of-mentioning

confidence: 99%

Supporting Students Living Below the Poverty Line

Milner

Cunningham

Murray

et al. 2017

nyarj

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The impact of a field immersion program on pre-service teachers’ attitudes toward teaching in culturally diverse classrooms

Cited by 104 publications

References 16 publications

Relationships among Secondary School Teacher Multicultural Education Beliefs, Perceived Multicultural Education Praxis, Gender and Workshop Attendance

Relationships among Secondary School Teacher Multicultural Education Beliefs, Perceived Multicultural Education Praxis, Gender and Workshop Attendance

A Bourdieuian analysis of teachers' changing dispositions towards social justice: the limitations of practicum placements in pre-service teacher education

Supporting Students Living Below the Poverty Line

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