Preparing teachers for multicultural classrooms |
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| Institution: | 1. Section of Plastic Surgery, The University of Michigan Health System, Ann Arbor, MI;2. National Institute for Health Research, Biomedical Research Centre for Ophthalmology, Moorfields Eye Hospital and UCL Institute of Ophthalmology, Moorfields Eye Hospital NHS Foundation Trust, London, United Kingdom;3. Adnexal Department, Moorfields Eye Hospital NHS Foundation Trust, London, United Kingdom;4. Department of Cell Biology, UCL Institute of Ophthalmology, London, United Kingdom;1. School of Social Sciences and Psychology, University of Western Sydney, Penrith, NSW 2751, Australia;2. MARCS Institute, University of Western Sydney, Penrith, NSW 2751, Australia;3. Macquarie Centre for Cognitive Science, Macquarie University, Sydney, NSW 2109, Australia;1. Department of Psychiatry, Yale School of Medicine, New Haven, CT;2. Division of Geriatrics, Department of Internal Medicine, Saint Louis University School of Medicine, St. Louis, MO;3. Center of Innovation in Long-Term Services and Supports, Providence VAMC, Providence, RI;4. Department of Medicine, Warren Alpert Medical School of Brown University, Providence, RI;5. Center for Gerontology, Brown School of Public Health, Brown University, Providence, RI;1. Instructional Design & Technology, University of Memphis, 3798 Walker Ave, Ball Hall - Office 421D, Memphis, TN 38111, United States;2. Northern Illinois University, Computer Science, Office PM 460, 1425 W Lincoln Hwy, DeKalb, IL 60115, United States;3. Northern Illinois University, 1425 W Lincoln Hwy, Gabel Hall (Office 208), DeKalb, IL 60115, United States;4. Northern Illinois University, 1425 W Lincoln Hwy, Gabel Hall (Office 101E), DeKalb, IL 60115, United States |
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| Abstract: | This article examines issues involved in teaching culturally diverse students and questions current practice in multicultural teacher education. An alternative approach to preparing teachers for multicultural classrooms, illustrated by the Teachers for Alaska program at the University of Alaska Fairbanks, focuses prospective teachers on (a) attending to multicultural classroom and community contexts, (b) designing instruction to make connections between academic subject matter and diverse students' backgrounds, and (c) learning how to learn from students, communities, and practical experience. The authors argue that radical departures from traditional teacher education are possible and that breaks from standard practice are both desirable and effective in preparing teachers for multicultural classrooms. |
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