Approaches to Integrating Multicultural Perspectives in PNU-Mindanao: Basis for Multicultural Education Program

2016 ◽  
Vol 16 (1) ◽  
Author(s):  
Rennie Cajetas-Saranza
Keyword(s):  
Multicultural Education ◽  
Student Teaching ◽  
Education Program ◽  
Teacher Education Program ◽  
Student Organizations ◽  
Marginalized Students ◽  
Group Discussions ◽  
Descriptive Research ◽  
Multicultural Issues ◽  
Multicultural Perspectives

Issues of diversity continue to challenge higher education institutions. This study aimed to explore the different approaches to integrating multicultural perspectives in Philippine Normal University-Mindanao, Prosperidad, Agusan del Sur, Philippines. This study was a descriptive research using qualitative methods. Through document analysis, interview, observation, and focus group discussions, results revealed that one thing the school failed to do was to keep an updated ethnicity profile of its 1,224 students, and 66 faculty and staff. The dominant ethnic group is not well represented in the student government and student organizations. Multicultural issues are not introduced early in the teacher education program. Infusion of multicultural concepts in the syllabus is evident, but the extent of this inclusion is limited only to meet the felt needs of the mainstream and the marginalized students of the institution without identifying who the mainstream and the marginalized students are.. Based on these findings, the researcher proposed an Integrated Multicultural Education Program for PNU-Mindanao.  It has six components: Formation Program, Curriculum Development, Hiring of Indigenous Faculty, Organizing Indigenous Student Communities, Co-Curricular Activities and Student Teaching Placement Program.

Critical Thinking for Practice

2019 ◽  
pp. 19-36
Author(s):  
Loren Jones ◽  
Sharon L. Smith ◽  
Luciana C. de Oliveira
Keyword(s):  
Teacher Education ◽  
Critical Thinking ◽  
Student Teaching ◽  
Education Program ◽  
Teacher Education Program ◽  
Lesson Plans ◽  
Elementary Student ◽  
Critical Approach ◽  
Teaching Practicum ◽  
Problems Of Practice

This chapter presents an analysis of the feedback that the three authors gave on lesson plans created over the course of three semesters by pre-service teachers (PSTs) in an elementary student teaching practicum and how this feedback led to changes in PSTs' critical thinking about teaching. The authors use the term critical thinking for practice (CTP) to refer to a critical approach to understanding problems of practice. They show what PSTs took up and modified in their lessons and what they adapted in their teaching based on reflections with the authors, all supervisors in a teacher education program.

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.

Critical multicultural education and preservice teachers’ multicultural attitudes

2019 ◽  
Vol 13 (1) ◽  
pp. 106-118 ◽  
Author(s):  
Zeki Arsal
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Multicultural Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Teacher Preparation Program ◽  
Control Group ◽  
Content Type ◽  
Critical Multicultural Education ◽  
Quasi Experimental

Purpose This study aims to examine the effect of critical multicultural education on the multicultural attitudes of preservice teachers in a teacher education program. Design/methodology/approach The study sample consisted of 76 preservice teachers enrolled in a teacher preparation program. This study used a pretest–posttest quasi-experimental research design with pretest-posttest. The multicultural content integration was implemented in an experimental group for one semester, and data were collected using the teacher multicultural attitude survey. Findings Analyses indicated that preservice teachers who were exposed to the critical multicultural education program showed significantly greater progress in their multicultural attitudes compared with teachers in the control group. The results of this study indicate that the integrating critical multicultural education content into teacher education program has a positive effect on fostering preservice teachers’ multicultural attitudes. Practical implications Teacher education program planners should integrate multicultural content, materials and activities into teaching methods courses to promote change in preservice teachers’ multicultural attitudes. Originality/value This study contributes to the multicultural studies on teacher education.

Infusing Technology into a Physical Education Teacher Education Program

2012 ◽  
pp. 422-436
Author(s):  
Joanne Leight ◽  
Randall Nichols
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Student Teaching ◽  
Education Program ◽  
Teacher Education Program ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Use Of Technology ◽  
Teacher Productivity

Technology is changing the way Physical Education is taught. From heart rate monitors and pedometers to podcasting, exergaming, and desktop applications, tomorrow’s teachers need to know how to infuse technology into their teaching. The use of technology in Physical Education can increase both student learning and teacher productivity. Courses in a comprehensive PETE (Physical Education Teacher Education) program can be divided into the following categories: Fitness related courses, Activity courses, Assessment courses, and Methods courses (including field experiences and student teaching). A strong PETE program will infuse technology into the course work in all four categories, in addition to a stand-alone technology course that introduces the various forms of technology that will be used in their future Physical Education classroom. This chapter will describe how to prepare future physical educators to utilize the myriad of technological options available in the field.

scholarly journals Productive Dissonance: A Musical-analytical Exploration of Teacher Educator Perceptions in a Multicultural Education Program

2010 ◽  
Vol 12 (1) ◽  
Author(s):  
Lynn Violet Clark
Keyword(s):  
Teacher Education ◽  
Graduate Students ◽  
Multicultural Education ◽  
Education Program ◽  
Large Scale ◽  
Analytical Approach ◽  
Teacher Education Program ◽  
Teacher Educator ◽  
Theoretical Framework ◽  
Instructional Approaches

The purpose of this study is to explore, using a musical metaphor, the consonance, counterpoint, dissonance, and resonance of a large-scale multicultural teacher education program. In particular, it examines the different instructional approaches of seven graduate students and two faculty who currently teach an undergraduate multicultural education course at a large mid-western university. By combining a theoretical framework (Bennett, 2010) with a musical-analytical approach, the study explores how the interplay of individual voices contributes to a “productive dissonance” that has the potential to transform the overall program.

scholarly journals Social Justice or Status Quo? Blended Learning in a Western Canadian Teacher Education Program | Justice sociale ou statu quo ? L’apprentissage mixte dans un programme de formation d’enseignants dans l’Ouest canadien

2016 ◽  
Vol 42 (3) ◽  
Author(s):  
Kathy Snow
Keyword(s):  
Teacher Education ◽  
Academic Success ◽  
Multicultural Education ◽  
Blended Learning ◽  
Education Program ◽  
Culturally Responsive ◽  
Teacher Education Program ◽  
Full Time ◽  
Formation Initiale ◽  
Cas A

Sustainable pre-service teacher education is needed to encourage academic success for under-represented populations, through both culturally responsive and alternative programming options (Carr-Stewart, Balzer, & Cottrell, 2013). In 2013, the Western Canadian University that served as the basis for this case study, implemented a blended learning pilot course in multicultural education for its existing cohort of pre-service teachers, within their Indigenous Focus Teacher Education Program (IFTEP). The aim of the blended pilot was to increase flexibility in participation for the IFTEP students, who were all employed full time as teacher assistants within a local school board. The author examined the design model through qualitative analysis of student interview data, contrasted against observations of activities on the learning management system (LMS). Five themes emerged as important in effective and culturally responsive practice for blended learning design, in this case related to: institutional challenges, student autonomy and the complexity of commitments. This research presents a critical review of the feasibility of adopting blended learning for Indigenous students. Afin de favoriser la réussite scolaire des populations sous-représentées, il est nécessaire que la formation initiale des enseignants soit durable, et ce, par l’entremise d’options de programmes à la fois culturellement sensibles et alternatives (Carr-Stewart, Balzer et Cottrell, 2013). En 2013, l’université de l’Ouest canadien qui a servi de base pour la présente étude de cas a mis en œuvre un cours pilote en apprentissage mixte portant sur l’éducation multiculturelle pour la cohorte existante d’enseignants en formation initiale au sein de son programme de formation des enseignants axé sur les Premières Nations (IFTEP). Ce pilote mixte avait pour objectif d’augmenter la flexibilité de la participation des étudiants de l’IFTEP, qui étaient tous employés à temps plein comme aides-enseignants au sein d’un conseil scolaire local. L’auteur a examiné le modèle de conception à la lumière d’une analyse quantitative des données tirées d’entrevues d’étudiants, mises en contraste avec des observations d’activités portant sur le système de gestion de l’apprentissage (SGA). Cinq thèmes sont apparus importants pour une pratique efficace et culturellement sensible de la conception en apprentissage mixte, liés aux défis de l’établissement, à l’autonomie étudiante et à la complexité des engagements. Cette étude présente un examen critique de la faisabilité d’adopter l’apprentissage mixte pour les élèves autochtones.

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