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How did the OSU M.Ed. program prepare teachers to be multiculturally competent?

Chang, Chien-Ni
http://rave.ohiolink.edu/etdc/view?acc_num=osu1124218490

Abstract Details

2005, Doctor of Philosophy, Ohio State University, Teaching and Learning.
Researchers have explored attitudes of teachers toward issues of equity and diversity, yet only a handful of studies have connected teachers’ attitudes with their subsequent classroom practice. Related to this question, there is a need to study how teacher preparation programs have helped teachers develop multicultural competence. The research for my dissertation is situated within a larger program evaluation study within which I have participated during my doctoral studies. I will be using some of the survey and interview data from this larger project. This paper, however, describes the data collected from the case studies I have been collecting in the past three quarters. Recent sociocultural theorists suggest that teachers are socialized to learn how to teach (Zeichner & Melnick, 1996). Social interactions are considered important to generate transformative knowledge that leads to real learning. These institutional elements are central influences in shaping social interactions and the individuals’ perceptions and behavior within them. Wenger (1998) categorizes these institutional elements as: enterprise, engagement, and repertoire. Enterprise refers to the domains of an institution (in this study, the M.Ed. program), engagement to the relationships among individuals in the program, and repertoire to the practices of individuals. Critical theorists bring forward the issues of power when investigating social interactions (Nieto, 2000; Sleeter, 2001). Various forms of resistance can happen along with the social interactions, especially there are different opinions between the new comers and old timers in a particular institution. Postmodernists further problematize the learning process by assuming the existence of multiple subjectivities that usually shift and change within these social interactions (Giroux, 1998; Kumashiro, 2001).The purpose of this study is to explore how multicultural competence was defined, interpreted, and developed by three case study participants from the OSU M.Ed. program. Related information or document about how the program has prepared teacher to teach multiculturally was collected.
Marilyn Johnston-Parsons (Advisor)
227 p.
Education, Teacher Training
Multicultural teacher education

Recommended Citations

Citations

  • Chang, C.-N. (2005). How did the OSU M.Ed. program prepare teachers to be multiculturally competent? [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1124218490

    APA Style (7th edition)

  • Chang, Chien-Ni. How did the OSU M.Ed. program prepare teachers to be multiculturally competent? 2005. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1124218490.

    MLA Style (8th edition)

  • Chang, Chien-Ni. "How did the OSU M.Ed. program prepare teachers to be multiculturally competent?" Doctoral dissertation, Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1124218490

    Chicago Manual of Style (17th edition)

osu1124218490
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© 2005, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.