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作者 Chang, Chien-Ni
書名 How did the OSU M.Ed. program prepare teachers to be multiculturally competent?
國際標準書號 9780542210068
book jacket
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
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