Attitudes of Pre-Service Teachers Regarding Linguistic Diversity in the General Education Classroom
Abstract
The purpose of this investigation was to examine pre-service teachers’ attitudes regarding linguistically diverse learners in the general education classroom. Participants were pre-service teachers at a mid-sized private university located in a highly diverse urban community in southeastern United States. Data collection was conducted with the students at three different stages of their teacher preparation coursework using a questionnaire and interview. Findings are discussed in respect to implications for teacher education programs as they prepare pre-service teachers to work in diverse settings.
Reference
Doorn, K. & Schumm, J.S. (2013). Attitudes of Pre-Service Teachers Regarding Linguistic Diversity in the General Education Classroom. Journal of Reading Education, 38 (3), 28-37.
Journal
Journal of Reading Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
- Southeastern United States
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
30
Duration of Data Collection
Data Sources
Data Analysis Tools
- coding (open to axial to selective
- Statistical analysis
Researcher Positionality
- Inside (studying their own programs)
Research Questions
"What are the attitudes of pre-service teachers at the university regarding the language development and literacy of linguistically diverse students?"
Is this research question explicit from the manuscript? Yes
"Does the teacher preparation program affect these attitudes and how?"
Is this research question explicit from the manuscript? Unknown
"What other factors affect these attitudes?"
Is this research question explicit from the manuscript? Unknown