Development of preservice elementary teachers' multicultural education perspectives

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Dean S. Cristol (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Ceola Ross Baber

Abstract: The purpose of this study was to examine how elementary preservice teachers developed multicultural education perspectives during their professional studies. This study concentrated on the 18 members of an inquiry team at the UNCG's School of Education Professional Development Schools teacher education program. The three areas of the study were: (1) what were the preservice teachers' perspectives (beliefs, attitudes, and values) toward multicultural education as they completed their final year of professional course work and internships, (2) how did the preservice elementary teachers describe the evolution of their multicultural education perspectives during the two years of professional studies, and (3) how did the preservice elementary teachers connect multicultural education perspectives with classroom practices during their student teaching? The naturalistic paradigm of research was used to study the emerging multicultural education perspectives of the members of the inquiry team during the two years of professional studies. The investigator employed four ethnographic techniques to collect data: archival data, classroom observations, multicultural education inventory, and interviews with the preservice teachers. A two-tier data analysis was conducted. The data were analyzed subject-by-subject and across subjects.

Additional Information

Language: English
Date: 1995
Student teachers $z North Carolina $x Attitudes
Elementary school teachers $z North Carolina $x Attitudes
Multicultural education $z North Carolina

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