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Pre-Service Teachers In Multicultural Education

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Teacher educators and K-12 public school educational leaders recognize the need to provide specific culturally responsive teaching (CRT) training to pre-service and in-service teachers to better prepare these individuals to teach culturally diverse student populations. According to Brown (2012) and Gonzalez (2012), teacher preparation programs are training teachers in the use of CRT. For example, Gonzalez (2012) asserts that pre-service teachers need training in classroom-based assessments that address the learning needs of culturally diverse students. This study explored teachers’ lived experiences with teaching a culturally diverse student body and fills the gap in the literature on teachers’ lived experiences using CRTS with culturally diverse …show more content…

Educational leaders, such as school principals, were primarily responsible for everyday operations of a school. However, their responsibility would eventually grow to include involvement in community service, developing data analysis skills for student assessment, and mediating between the shared concerns of all stakeholders. As a result of these changes in administrative duties, educational leaders must hire teachers that are prepared to work in the schools with culturally diverse students and provide learning opportunities that increase teachers’ cultural sensitivity towards their students, student families, and other stakeholders (Council of Chief State Officers, 2015). Waddell (2013) found that pre-service teachers are unfamiliar with the cultural values or the lifestyles of children from low-income families and may even harbor a negative opinion of how these students and their families think about education. Therefore, teacher college preparatory programs, along with professional development opportunities, must develop curriculum that involves preparing pre-service and in-service teachers for working with diverse student populations, their families, and the community. Teachers must become familiar with the various customs and values held by the different cultures and subgroups represented in our public school …show more content…

The target population was teachers of culturally diverse students that teach core subjects of math, science, social studies, English language arts and exploratory subjects at an urban high school. According to Moustakas (1994), a small sample size is recommended. Accordingly, the sample size for this study was 10 teachers that had at least one year of experience teaching culturally diverse high school students from ninth through twelfth grade. Although there are several ways to implement CRTS, the study focused on how 10 teachers of culturally diverse students perceived and described their lived experiences using culturally responsive teaching strategies. Research has shown that pre-service teachers and in-service teachers have limited diversity training (Castro et al. 2012) therefore; further research was needed to understand teachers’ use or non-use of CRTS based on their lived experiences. This study contributes to filling the gap in the literature on understanding teachers’ lived experiences, and can lead to the development of new and revised training strategies of pre-service and in-service teachers in teacher preparation programs and professional development

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The first two chapters of this book deal with the mindset that we as teachers must have in incorporating the framework and pedagogy into our classrooms. In becoming a culturally responsive teacher you must look at validation, affirmation, building, and bridging. In validation, we have a responsibility to our students to legitimize their culture and language. In being a teacher, rapport I with your students is critical in your success for reaching your students.

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This paper will discuss the importance of understanding the impact of teacher diversity on student outcomes, including the role of teacher expectations and cultural competency, and the impact of role models and mentorship. This history of the underrepresentation of African American teachers and its impacts on student outcomes is a multifaceted topic that requires careful examination and consideration. By exploring this history, we can gain a deeper understanding of the ongoing challenges and opportunities facing African American students, teachers, and the education system. The history of African American education in the United States is a complex and often painful story shaped by centuries of racism, discrimination, and oppression. During the era of slavery in the United States, African slaves were systematically denied the right to education.

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Academic Summary of “Acting on Beliefs in Teacher Education for Cultural Diversity” By Gay (2010) The article “Acting on Beliefs in Teacher Education for Cultural Diversity” by Gay (2010), who is a Professor at University of Washington in Faculty of Education, focuses on educating teachers for cultural diversity in classroom environments, which is frequently discussed but not a well-developed topic. According to Gay (2010), the society we live in has a huge impact on our lives, although we try to ignore or minimize its effect on educational area. There is a huge Eurocentric emphasis in the educational setting that affect students from culturally, ethnically and racially diverse backgrounds, and because of this she thinks that some major changes

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Spanish is the most common language that English Language Learner (ELL) students speak or understand, and is quickly becoming an important language in the United States of America (US). (López & González-Barrera, (2013). Massachusetts is home to a large and growing population of Latino ELL students (Fry, & Gonzales, 2008, Rennie Center, 2007). These students come from diverse national, socioeconomic and linguistic backgrounds. Some may be highly educated, others may have had very limited or no formal education.

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Currently there are only 1,520 Hispanics out of 24,146 students attending K-State. To become a national model in multiculturalism K-State promote the recruiting and retention of Hispanics and other minority/multicultural groups (both currently accounting for only 15% of the student population) as they are under-represented in the institution. In addition, the State of Kansas reported a high school graduation rate for Black (75%), Hispanics (77%) and Whites (88%) for the years 2011-12. K-State is adapting the curriculum and adding new courses, encouraging multicultural content on existing courses, offering of scholarships to attract all the Kansas high school graduates not only White graduates. The implementation of the use of culturally competent teaching techniques promoting diversity and multiculturalism teaching practices is discussed in the Final Office of Diversity K-State 2025 Strategic Action and Alignment Plan document dated February

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According to Voight’s, Hanson’s, O’Malley’s, and Adekanye’s study, many black children reported of having less favorable relationship between their white instructors compared to white students, while black and hispanic instructors tend to have a steady report of positive relationship and attitude with their students from all races (Voight, Hanson, O’Malley, Adekanye, 2015). Moreover, in a sample from the Texas school districts, districts with more Hispanic and Black teachers have better success in their students’ academic performance for all races, compared to districts that have a larger number of white instructors (Voight, Hanson, O’Malley, Adekanye, 2015). This goes back to the discrepancies in a student-teacher relationship when both parties do not share the same understanding of each other’s background and cultures. The rift in the relationship is mended when a mutual understanding manifests between the two. Hispanic and Black instructors already have a similar background with the current students, which makes their attitude towards these groups more sympathetics and understanding compared to a white teacher who may had the mainstream

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The needs assessment shows that based on the teacher preparation program, first-year teachers have different concerns. Teachers from alternative certification programs were more focused on the lesson planning, classroom management and how to work with students. Traditionally certified teachers were more focused on differentiating instruction and meeting individual student needs (Linek et al., 2012, p.77). The summative reflection showed that the teachers from the alternative certification program expressed dissatisfaction for their program (Linek et al., 2012, p.77). Since the alternative program prepared teachers at a fast pace, the teachers were exposed to an abundant amount of information, which caused teachers to struggle to survive professionally (Linek et al., 2012, p.78).

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ABSTRACT Culture is central to learning. It plays a role not only in communicating and receiving information, but also in shaping the thinking process of groups and individuals. Culturally Responsive pedagogy is a pedagogy that recognizes the importance of including students ' cultural references in all aspects of learning. Model Residential Schools are residential schools for Scheduled Tribes. Scheduled Tribes have an entirely different culture and tradition.

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Educational Leadership Issues Introduction a) Introduction to the Educational Leadership Issue Many school leaders in culturally-diverse schools grapple with positioning themselves properly within their institution’s ethnic milieu. When a school leader suitably positions him or herself in their school’s racial milieu, they can devise a model for interacting with students and staff of different races who within their precincts (Walker & Riordan, 2010). Nonetheless, many contemporary school leaders lack the capacity to lead for equity and hence be able to address issues of race and injustice and create learning environments that allow people to converse about racial identity and curb

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To resolve these relating to segregation and educational inequity, educators must face racism upfront. Educators have to confront their own, sometimes unmindful, racism, and then move toward integration that will lead to a better cure of racism or at least a prejudice reduction. Important aspects of a multicultural curriculum include critical thinking, emotional intelligence instruction, character, moral education, peace education, service learning, antiviolence education, and the comprehensive of education etc. Sandra Parks, a successful educator, believes that by adapting the curriculum and by addressing expressions of racism, schools can help students improve to by understanding and dealing with other people, of peoples color and cultural differences. She believes that teachers have to show respect towards their students, their families, and their students' cultural backgrounds.

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IDEA lists three ways of being culturally skilled in the classroom. This includes the teacher being culturally alert in the class to connect the gap of learning about other ethnicities, learning to communicate to students in unwritten and non-vocal styles, and know the different views of the cultures, for example, skin-to skin contact, no communication, the clothing of the student, and simple gestures. This is important in my eyes because my school alone is very diverse, and I had my share of teachers that did not respect a certain students religion or culture. This upset me and made me want to learn more about different cultures and religions. It also leads me to want to work harder to become more culturally aware, and diverse for my future students and willing to do what I can to break down barriers that may be created by students of different cultures or religions.

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How are the Socio-Cultural Issues of Social Disadvantage and Cultural Diversity Understood and Represented in the Australian Education System? Issues of social disadvantage, particularly those associated with socio-economic and cultural diversity, are still not adequately understood or represented in the Australian education system. A short investigation into this issue indicates that not only are students from lower socio-economic backgrounds and certain cultural backgrounds experiencing education inequity and struggling to achieve success, but that in addition the current education system may even be perpetuating this situation, and contributing to the alienation of these students (Ewing, 2013. p.73).

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Introduction Have you heard before about multicultural education?. In the last years multicultural education has been increasing in all the countries around the world, but the question is why this issue became so relevant and how this kind of education brings impact, rather positive or negative to students? Schools are being forced to change their method and increase the academic level because of multiculturalism. In this passage you would know about what is the definition of multicultural education in United States schools.

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Every child can learn and every child must learn with inclusive pedagogy through accessibility of education. If it is not, I am determine to make it become accessible by any means small or large. Sharing thinking with Ben Carson, I “Think Big”; I believe that I can be the change and with courage and determination I am the change. 100% numeracy and literacy is my all time goal and I will achieve because I believe.

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