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?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
- Florida International Univversity
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
90
Duration of Data Collection
Data Sources
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