<p> This study explored undergraduate teacher candidates' multicultural identity development. Forty-three participants were in two sections of the course Introduction to Education. The research questions investigated the ways in which candidates examine their cultural awareness, knowledge of diverse learners, and effective practices for 21st century classrooms. Participants in Group 1 experienced face-to-face instruction on issues of diversity. Group 2 engaged in a blended format with an educational online social networking site that extended class discussions on issues of diversity. </p><p> Quantitative and qualitative approaches were used to collect and analyze data. The findings revealed that instruction on multicultural awareness, knowledge, and skills in a one semester course had an effect on participants. Both groups demonstrated increased cultural self-awareness, appreciation of cultural differences, and knowledge of diverse cultures. There is evidence to suggest that the use of an online social network made a significant difference in the changes in Group 2 participants who evidenced greater changes in attitudes and beliefs in both the quantitative and qualitative data and analyses. </p><p> Understanding how candidates learn about and develop cultural competence extends research literature on educator preparation for diverse classrooms. The implications for teacher educators suggest a focus on the identity transformation process of teacher candidates and reexamination of the ways candidates are prepared for the multicultural realities of schools and society.</p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:3624573 |
| Date | 16 August 2014 |
| Creators | Rogers, Audrey Green |
| Publisher | Rivier University |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
Page generated in 0.0013 seconds