Preservice Teacher Candidates’ Perceptions of Programmatic Contributions to their Developing Understandings of Diversity: Teaching for Change

Abstract

The purpose of this study was to investigate preservice elementary education teachers' perceptions of how they built their understanding, skills and dispositions related to diversity Ninety preservice teachers completed a two-part survey to identify courses and clinical experiences that had the greatest impact on their learning relative to diversity The authors discuss implications for literacy educators. Reprinted by permission of the publisher.

Reference

Miller, L. (2009). Preservice Teacher Candidates' Perceptions of Programmatic Contributions to their Developing Understandings of Diversity: Teaching for Change. Journal of Reading Education, 34 (2), 25-33.

Journal

Journal of Reading Education

Analysis

Is this article part of a larger project or series of studies?

Does this study draw on a large, preexisting data set?

Research Approach

none stated

Geographic Setting

Florida International Univversity

Institutional Context

University based

Certification Level

Pre-K - 6 (ages ~4-~12)

Programatic Focus

Diversity
ELLs

Research Location Context

University

Preservice Participants

Undergraduates (university based program)

Preservice Sample Size

Duration of Data Collection

Data Sources

Survey

Data Analysis Tools

Constant comparative analysis

Researcher Positionality

Inside (studying their own programs)

Research Questions

"Where do candidates perceive their development of their knowledge, skills, and dispositions towards diversity occurred?"
Is this research question explicit from the manuscript? Yes

"What particular aspects about these courses contributed to their understanding, skills, and dispositions about diversity?"
Is this research question explicit from the manuscript? Unknown