Situating Teacher Education within Multicultural and Global Context – Lessons Learned from Comparative Case Studies

• In Event: AERA Poster Session Saturday 11:45 am
  In Poster Session: Foundations of Teaching and Teacher Education for Socio-Cultural, Racial, and Intersecting Minoritized Identities

Abstract

The purpose of this study was to explore preservice teachers’ perspectives of, and academic preparation in, multicultural education to enhance institutional quality and effectively prepare culturally responsive teachers for multicultural and multiethnic students in China, and compared the research findings to the current teacher education issues in the U.S. This study used qualitative case study approach, which included documents, two rounds of semi-structured interviews, and focus groups on selected teacher education programs in Beijing, China. The research findings also provided a global and multicultural approaches to enhance teacher education in the U.S. as teachers are facing increasingly diverse students in their classrooms.

Author

• Huanshu Yuan, Marshall University