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Search Results for 'Diversity' (Keyword)
49 items found 1 / 5
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1   |   From section Trends in Teacher Education
Negotiating Scripts, Humanizing Practice: Remaking Methods Instruction in an Era of Standardization
This paper highlights two key problems of practice the author faced as the instructor of an elementary literacy methods class for Teach for America corps members in a large, northeastern city during an era characterized by strict state and district control: the deficit perspectives the corps members held of their students and the lack of autonomy they experienced as educators. The author concludes by discussing the implications of this work with particular attention to (1) how various institutions frame teaching and learning, (2) the role of methods courses in interrupting these frames, and (3) the pedagogical possibilities inherent in doing so for both students and teachers.
Publication Year: 2016    |    Updated in ITEC: August 14, 2017
2   |   From section Instruction in Teacher Training
It Takes Courage: Fostering the Development of Critical, Social Justice-Oriented Teachers Using Museum and Project-Based Instruction
This article describes development of an educational setting which fosters critical, social justice practices of teachers. Through course readings, museum visits, focus group discussions, and reflections on clinical observation experiences, preservice teachers developed a fictitious educational setting that incorporates critical, social justice practices and privileges the experiences and cultural backgrounds of all K-12 students. The authors developed recommendations for how future educators problematized ideas of courage, race, and diversity in developing the setting.
Publication Year: 2015    |    Updated in ITEC: May 2, 2016
3   |   From section Theories & Approaches
Inclusive Education: Pre-service Teachers' Reflexive Learning on Diversity and Their Challenging Role
In this article, two teacher educators from Australian universities explored reflexive practices in preparing pre-service teachers for their complex teaching roles in the twenty-first century. Findings revealed that reflexive learning was a key mediating strategy in expanding the participants' consciousness. Participants engaged in confronting assumptions, raising awareness of diverse learning needs and critiquing social justice principles and equity issues.
Publication Year: 2013    |    Updated in ITEC: November 24, 2014
4   |   From section Multiculturalism & Diversity
Dynamic Diversity: Toward a Contextual Understanding of Critical Mass
This article provides a deeper understanding of critical mass, a concept that has become central in litigation efforts related to affirmative action admissions policies that seek to further the educational benefits of diversity. The authors demonstrate that the concept of critical mass requires an understanding of the conditions needed for meaningful interactions and participation among students, given the particular institutional context. To highlight this contextual definition of critical mass, they offer the term dynamic diversity and outline four main components of dynamic diversity that institutions can attend to.
Publication Year: 2014    |    Updated in ITEC: August 22, 2014
5   |   From section Teacher Education Programs
Course Delivery: Keystones of Effective Special Education Teacher Preparation
This article reviews 17 studies, which investigated course delivery methods for preparing special education teachers. This analysis led to the emergence of five themes: (a) established needs, (b) effectiveness, (c) logistics, (d) instructional methods, and (e) critical factors.
Publication Year: 2014    |    Updated in ITEC: September 2, 2014
6   |   From section Multiculturalism & Diversity
Diversity ≠ Inclusion: Promoting Integration in Higher Education
The author argues that enrollment of a diverse student body is but a pragmatic first step toward the broader social goal of inclusion. She also asks whether motives for campus diversification are aligned with pedagogic goals. She addresses this question by focusing on inclusion, namely, organizational strategies and practices that promote meaningful social and academic interactions among students who differ in their experiences, views, and traits.
Publication Year: 2013    |    Updated in ITEC: June 25, 2014
7   |   From section Multiculturalism & Diversity
“So, Where Do They Fit In?” Teachers’ Perspectives of Multi-Cultural Education and Diversity in Singapore
The authors examined secondary school teachers’ perceptions of diversity and multicultural education in Singapore. Findings indicate that although a majority of the participants based their conceptions of diversity primarily through racial categories codified by the state, a few teachers recognized nuanced, overlapping, and overlooked markers of identity that are challenging notions of diversity in Singapore and elsewhere.
Publication Year: 2011    |    Updated in ITEC: November 9, 2011
8   |   From section Instruction in Teacher Training
Fostering Understanding of Institutional Oppression among U.S. Pre-service Teachers
The purpose of this study was to foster critical understanding of institutional oppression among pre-service teachers . Hence, this article describes the use of an institutional inquiry assignment for pre-service teachers at a large state university in the US. Data were collected from one hundred and six pre-service teacher candidates enrolled in a cultural diversity course. The analysis of the data examines the useful aspects as well as the limitations of this assignment for helping to engage in teaching for social justice.
Publication Year: 2010    |    Updated in ITEC: December 6, 2010
9   |   From section Teacher Educators
Faculty Emotions: A Self-study of Teacher Educators
This self-study explored the role of emotions in teacher education classrooms, with particular attention to the connections between faculty, student, and institutional cultures. The authors come from diverse backgrounds of race, ethnicity, religion and sexual orientation, while their students are largely White, female, Christian and heterosexual. Findings illuminate the struggles experienced by faculty when cultural differences impede their relationships with their students and their institution. Colleges of education must recognize these challenges and address institutional and cultural barriers.
Publication Year: 2010    |    Updated in ITEC: October 12, 2010
10   |   From section Multiculturalism & Diversity
What Does Teacher Education Have to Do With Teaching? Implications for Diversity Studies
Several concepts that are important for inclusion in any teacher education curriculum regarding diversity studies are clarified in this article. The author outlines important concepts that contribute to teachers’ conceptual repertoires of diversity: color-blindness, cultural conflict, meritocracy, deficit conceptions, and expectations. The idea is that when teachers enter teacher education, their conceptions need to be addressed because these conceptions shape their curricula and instructional practices with P-12 students. The author concludes with a call to action for teacher educators and teacher education.
Publication Year: 2010    |    Updated in ITEC: April 27, 2010
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