The purpose of this study is to describe the multicultural curricula that are currently being offered to prospective elementary teachers for promoting learning for diverse students. First, multicultural courses that exist in selected elementary teacher preparation programs are identified and described. Second, perceptions of teacher educators toward the importance of the role of multicultural education in the preparation of elementary school teachers is reported. Specifically, the following research questions guide the nature of the study: (1) What courses in multicultural education are part of the teacher education curriculum for elementary teacher certification in selected institutions of higher education? (2) What do teacher educators consider as the main reasons for including or excluding multicultural education in the elementary teacher preparation program? (3) What recommendations do teacher educators suggest for improving the multicultural education of their elementary teacher preparation program? This study is significant because it brings into sharp focus the multicultural curricula that are currently being offered to prospective elementary teachers. Additionally, the study reports the perceptions of teacher educators toward the importance of multicultural education in the preparation of elementary school teachers. Seven diverse colleges and universities provided the data on multicultural courses. Twenty-one teacher educators from these participating institutions reported their perceptions toward the importance of multicultural education to the preparation of elementary teachers. The analysis of data on multicultural courses and perceptions of teacher educators revealed that there was significant difference between the way teacher educators perceived the importance of multicultural education and the way multicultural courses were actually offered to prospective elementary teachers. In six of the participating institutions of higher education, multicultural education was offered as topics or units within already existing Foundations courses. Only one university offered a separate multicultural education course as a part of its elementary teacher education program. It is reasonable to conclude from this study that whenever a new issue in student learning and curriculum emerges, too often the curriculum to prepare prospective teachers responds by adapting existing courses rather than by considering a curriculum reform that may include new courses. (Abstract shortened by UMI.)
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-8638 |
| Date | 01 January 1993 |
| Creators | Phuntsog, Nawang |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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