The Impact of Programmatic Intentions on Preservice Teachers' Perspectives on Diversity for K–12 Teaching

• In Event: Raising Critical Consciousness: Deconstructing Ideologies and Dismantling Programmatic Practices for Justice

Abstract

While preparation to teach children, diverse in language, culture, needs, and abilities are expected focal areas within teacher education, systematic analyses that evaluate preservice teachers’ (PT) views of their preparation in these areas are missing. This study explores programmatic impact on early and late career PTs to identify whether and how a preparation program affects perceptions of diversity. A mixed-methods study explored whether course work and field experiences influenced PTs’ perceptions toward teaching P-12 students with attention to culturally and linguistically diverse students and students with mild-moderate and severe disabilities. We conclude with recommendations for preparation programs to ensure that commitments to social justice include dedicated and sustained attention to the unique and varied needs of all children.

Authors

• Mary D. Burbank, University of Utah

• Melissa M. Goldsmith, University of Utah

• Sharlene Kiuhara, University of Utah