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Multicultural Education In Preservice Teacher Education

1821 Words8 Pages

Despite much discourse and research, a central question in preservice teacher education continues to evoke much debate: What do teacher candidates require to become effective teachers? The answer is not simple. The answer is as varied as the countless perspectives that encompass the history of pedagogy. Although there may be no specific answer to this essential question, just as there is no one superior teaching model or one type of student, there is a professional area of knowledge and skill that should permeate all preservice education programs - multicultural education. This field which prepares teachers "for the social, political and economic realities that individuals experience in culturally diverse and complex human encounters" (Sims, …show more content…

Cultural Competence – Teachers must gain the ability to comfortably function in an environment where they interact harmoniously with people from different cultures. Teachers with cultural competence (a) cope effectively with the stress of dealing with the unfamiliar, (b) easily establish rapport with other, (c) sense and understand other’s feelings, (d) effectively communicate with people from diverse backgrounds, and (e) respond appropriately to miscommunication. These are complex skills that require both knowledge and experience in cross-cultural settings. (Zoch, 2017). Few education students report personal experience in culturally diverse settings. To be effective and equitable teachers, preservice teachers must appreciate and understand diversity. This appreciation stems from direct contact from culturally diverse groups. (Zoch, …show more content…

Korn-Bursztyn and Bursztyn (2002) indicated that teachers lacking a multicultural education are inadequately prepared for the reality of a multi-racial society and tend to have low expectations for minority children. Teacher educators must ask themselves to what degree their teacher preparation programs (a) promote increased cultural self-awareness, (b) develop a recognition and appreciation of diversity, (c) promote cultural competency, and (d) prepare teachers to work effectively with a diverse group of students and parents.
Teacher education programs that promote multicultural education is a necessity. It simply is not a matter of preference, it is a necessary knowledge and skill. As the century progresses, our nation becomes increasingly reliant on minorities, immigrants, and white women for almost 90 percent of its work force (Ruddy, 2008). As a nation, we simply cannot afford to under-educate such a large portion of the

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