These findings lead to three conclusions for this study. First, pre-service teachers' beliefs about teaching in diverse classrooms are more complex than previous research has suggested. Second, reflecting on beliefs and practice is essential to the development of multicultural education practices. However, reflection about diversity, by itself, does not help pre-service teachers with their practice during field placements. Pre-service teachers need opportunities to observe multicultural education practices to connect beliefs and theory to practice. Finally, teacher educators need to understand the prior experiences and beliefs of the pre-service teachers in their courses in order to plan a range of activities that meet pre-service teachers where they are and then take them where they need to go with regards to their beliefs about teaching in diverse classrooms, so that these activities are effective for providing an interruption of prior beliefs.... a read aloud that would be the basis for a Readera#39;s Theater performance about the life of George Washington Carver, ... based on convenience, After listening to Brenna read the Dr. Seuss story The Foot Book, the children are told they willanbsp;...
|Title||:||"Easier Said Than Done": Pre-service Teachers and Multicultural Education|
|Author||:||Hillary Nicole Braud|
|Publisher||:||ProQuest - 2007|