| 說明 |
238 p |
| 附註 |
Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2177 |
|
Co-Advisers: Marilyn Johnston-Parsons; Jeane Copenhaver-Johnson |
|
Thesis (Ph.D.)--The Ohio State University, 2005 |
|
Researchers have explored teachers' attitudes toward issues of equity and diversity, yet only a handful of studies have connected teachers' attitudes with their subsequent classroom practice. Related to this question, there is a need to study how teacher preparation programs have helped teachers develop multicultural competence |
|
The research for my dissertation is situated within a larger program evaluation study within which I have participated during my doctoral studies. I will be using some of the survey and interview data from this larger project. This paper, however, describes the data collected from the case studies I have been collecting in the past three quarters |
|
Recent sociocultural theorists suggest that teachers are socialized to learn how to teach (Zeichner & Melnick, 1996). Social interactions are considered important to generate transformative knowledge that leads to real learning. These institutional elements are central influences in shaping social interactions and the individuals' perceptions and behavior within them. Wenger (1998) categorizes these institutional elements as: enterprise, engagement, and repertoire. Enterprise refers to the domains of an institution (in this study, the M.Ed. program), engagement to the relationships among individuals in the program, and repertoire to the practices of individuals. Critical theorists bring forward the issues of power when investigating social interactions (Nieto, 2000; Sleeter, 2001). Various forms of resistance can happen along with the social interactions, especially there are different opinions between the new comers and old timers in a particular institution. Postmodernists further problematize the learning process by assuming the existence of multiple subjectivities that usually shift and change within these social interactions (Giroux, 1998; Kumashiro, 2001) |
|
The purpose of this study is to explore how multicultural competence was defined, interpreted, and developed by three case study participants from the OSU M.Ed. program. Related information or document about how the program has prepared teachers' practices in classroom was collected |
|
School code: 0168 |
|
DDC |
| Host Item |
Dissertation Abstracts International 66-06A
|
| 主題 |
Education, Teacher Training
|
|
Education, Bilingual and Multicultural
|
|
0530
|
|
0282
|
| Alt Author |
The Ohio State University
|
|
