Action research on multicultural teacher education: A case of the U.S. teacher education program

2016 ◽  
Vol 9 (1) ◽  
pp. 49-70
Author(s):  
Yoonjung Choi ◽  
Keyword(s):  
Teacher Education ◽  
Action Research ◽  
Education Program ◽  
Teacher Education Program ◽  
Multicultural Teacher Education ◽  
The U.S ◽  
Multicultural Teacher

scholarly journals A Personal Journey to Merge Literacy Education and Multicultural Teacher Education

2015 ◽  
Vol 10 (2) ◽  
pp. 197-210 ◽  
Author(s):  
Gina M. Doepker
Keyword(s):  
Teacher Education ◽  
Multicultural Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Literacy Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Personal Journey ◽  
Multicultural Teacher Education ◽  
Multicultural Teacher

AbstractThere has been considerable attention to multicultural education and how to effectively integrate it into teacher education programs so that it helps teachers to be attentive to and effective for the economically, culturally, and racially diverse student populace. This article will focus on my personal journey with multicultural teacher education and literacy education. There will be a discussion of multicultural or diverse-oriented teacher education with a focus on the challenges as well as the potentials that face these teacher preparation programs. In addition, there will be a discussion of current educational trends in schools as evidence that demands the need for stronger multicultural teacher education programs. Finally, an existing teacher education program will be presented that has an emphasis on multicultural teacher training, as well as suggest approaches for building a research-based multicultural teacher education program.

scholarly journals The Use of Bilingual Methods through Scientific Approach at Integrated Subject to Improve the Student’s English Skills

2018 ◽  
Vol 42 ◽  
pp. 00040
Author(s):  
Cholifah Tur Rosidah ◽  
Suryaman
Keyword(s):  
Teacher Education ◽  
Action Research ◽  
Education Program ◽  
Teacher Education Program ◽  
Action Observation ◽  
Primary Teacher ◽  
Primary Teacher Education ◽  
Scientific Approach ◽  
The Subject ◽  
Planning Action

This study was aimed to know the PGRI Adi Buana Surabaya primary teacher education program student’s English skill after being applied through scientific approach at integrated subject. Therefore, this study was conducted to support the student’s readiness in facing globalization era and international challenge, also created competent, superior, and high character. This study was an action research which conducted in two cycles. There were four steps namely planning, action, observation or evaluation and reflection. The subject of this study was 40 students of C class 2015. The data obtained was analyzed through descriptive analytic static. The result showed that there was 32, 74% enhancement of the student’s English skills after applied bilingual method through scientific approach. That enhancement could be seen on the average result of the cycle I which showed 47, 58% as a low category and increased to 80, 32% at cycle II as good category.

scholarly journals The Scholarship Informing the Practice: Multicultural Teacher Education Philosophy and Practice in the U.S.

2010 ◽  
Vol 12 (2) ◽  
Author(s):  
Paul Cameron Gorski
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Race And Racism ◽  
Scholarly Literature ◽  
Multicultural Teacher Education ◽  
Education Philosophy ◽  
Null Curriculum ◽  
Critical Approaches ◽  
The U.S ◽  
Multicultural Teacher

This study examines the scholarly literature identified by multicultural teacher educators in the U.S. as most influential to their work. 220 multicultural teacher educators were surveyed about the books and the journals that have most influenced they ways the conceive and practice multicultural teacher education (MTE). Responses were tabulated, creating lists of the most-identified books and journals. These lists were analyzed around three primary questions: (1) What do these data suggest about the philosophical frameworks and operationalizations of MTE among multicultural teacher educators?; (2) What do they reveal about the issues multicultural teacher educators consider more or less integral to MTE?; and (3) What might they uncover about the “null curriculum” of MTE? Findings suggest that, in contrast with much of the existing scholarship, MTE practitioners do engage with critical approaches to MTE, even if this might not be reflected consistently in their practice. They suggest, as well, that MTE practitioners identify more strongly with literature concerning race and racism than with that concerning other identities and oppressions. Implications of these findings are discussed.

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