Abstract
This chapter examines the development of professional knowledge in multi-cultural teacher education by prOffiding examples of quality self-studies that speak to the need to prepare teachers for diverse student populations. The chapter begins with a description of the persistent challenge of White, middle-class, English-speaking females learning to teach for diversity and then describes the process of transformation, through which this challenge can be addressed. Transformation is the continuous evolution of one’s own understanding and perspectives in order to meet more effectively the needs of all students. It is generally marked by a disruption of values or cultural beliefs through critical reflection with the goal of more socially just teaching. The chapter proffides analyses of self-studies that show how teacher educators studied their role in transforming preservice teachers’ beliefs, attitudes, and assumptions regarding culture, race, sexuality, etc. In the process, the teacher educators also recognized their own beliefs and assumptions that impacted their ability to prepare effective teachers. The studies reveal many insights, some relevant primarily to the practitioner, but many others that speak to the improvement of the preparation of teachers in general. The chapter concludes with ideas about how these types of studies prOffide incentive for more careful attention to and research about the preparation of teacher educators who prepare teachers for diversity.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Abt-Perkins, D., Dale, H., & Hauschildt, P. (1998). Letters of intent: Collaborative self-study as reform in teacher education. In A. Cole, R. Elijah, & J. Knowles (Eds.), The heart of the matter (pp. 81–100). San Francisco: Caddo Gap Press.
Ahlquist, R. (1991). Position and imposition: Power relations in a multicultural foundations class. Journal of Negro Education, 60(2), 158–169.
American Association of Colleges for Teacher Education. (1987). Teaching teachers: Facts and figures. Washington, DC: Author.
American Association of Colleges for Teacher Education. (1989). Teaching teachers: Facts and figures. Washington, DC: Author.
Banks, J. (1993). Multicultural education: Historical development, dimensions, and practice. In L. Darling-Hammond (Ed.), Review of Research in Education (Vol. 19, pp. 3–49). Washington, DC: American Educational Research Association.
Banks, J. (1999). An introduction to multicultural education. Needham Heights, MA: Allyn & Bacon.
Bartolome, L. I. (1994). Beyond the methods fetish: Toward a humanizing pedagogy. Harvard Educational Review, 64(2), 173–194.
Borko, H., & Mayfield, V. (1995). The roles of the cooperating teacher and university supervisor in learning to teach. Teaching and Teacher Education, 11(5), 501–518.
Borko, H., & Putnam, R. (1996). Learning to teach. In R. Calfee & D. Berliner (Eds.), Handbook of educational psychology (pp. 673–708). New York: Macmillan.
Brookfield, S. D. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.
Bullough, R., & Pinnegar, S. (2001). Guidelines for quality in autobiographical forms of self-study research. Educational Researcher, 30(3), 13–21.
Carspecken, F., & Apple, M. (1992). Critical qualitative research: Theory, methodology, and practice. In M. LeCompte, W. Millroy, & J. Preissle (Eds.), Handbook of qualitative research in education (pp. 507–554). San Diego, CA: Academic Press.
Carter, K., & Doyle, W. (1995). Preconceptions in learning to teach. The Educational Forum, 59, 186–195.
Cary, L. (2001). The refusals of citizenship: Normalizing practices in social educational discourses. Theory and Research in Social Education, 29(3), 405–430.
Cochran-Smith, M. (1995). Uncertain allies: Understanding the boundaries of race and teaching. Harvard Educational Review, 65, 541–570.
Cochran-Smith, M. (2000). Blind vision: Unlearning racism in teacher education. Harvard Educational Review, 70(2), 157–190.
Cochran-Smith, M. (2002, April). The best and worst of times: Understanding the multiple meanings of multicultural teacher education. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans.
Cochran-Smith, M., & Lytle, S. L. (1993). Inside/Outside: Teacher research and knowledge. New York: Teachers College Press.
Cochran-Smith, M., Davis, D., & Fries, M. K. (In Press). Multicultural teacher education: Research, practice, and policy. In J. Banks & C. A. McGee Banks (Eds.), Handbook of research on multicul-tural education (2nd Edition). New York: Macmillan.
Cole, A., Elijah, R., & Knowles, J. (1998). The heart of the matter. San Francisco: Caddo Gap Press.
Curran, M. (2002). Authoring selves: Narratives as a pedagogical tool. Unpublished doctoral thesis. Madison: University of Wisconsin, Madison.
Dinkelman, T. (1999, April). Self- study in Teacher Education: A Means and Ends Tool for Promoting Reflective Teaching. A paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Quebec. ED444936.
Ducharme, E., & Ducharme, M. (1996). Needed research in teacher education. In J. Sikula, T. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (2nd Edition) (pp. 1030–1045). New York: Macmillan.
Ellsworth, E. (1989). Why doesn’t this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59(3), 297–324.
Ewing, N. (2001). Teacher education: Ethics, power, and privilege. Teacher Education and Special Education, 24(1), 13–24.
Feldman, A. (2003). Validity and quality in self-study. Educational Researcher, 32(3), 26–28.
Fine, M. (1992). Passions, politics, and power: Feminist research possibilities. In M. Fine (Ed.), Disruptive voices: The possibilities of feminist research (pp. 205–231). Ann Arbor, MI: The University of Michigan Press.
Garcia, S. S. (1997). Self-narrative inquiry in teacher development. In J. E. King, E. R. Hollins, & W. C. Hayman (Eds.), Preparing teachers for cultural diversity (pp. 146–156). New York: Teachers College Press.
Gay, G. (1993). Building cultural bridges: A bold proposal for teacher education. Education and Urban Society, 25(3), 285–289.
Gay, G., & Howard, T. (2000). Multicultural teacher education for the 21st century. The Teacher Educator, 36(1), 1–16.
Genor, M., & Schulte, A. (2002). Exploring race: Teacher educators bridge their personal and professional identities. Multicultural Perspectives, 4(3), 15–20.
Goetz, J., & LeCompte, M. (1984). Ethnography and qualitative design in educational research. Orlando, FL: Academic Press.
Gollnick, D. (1992). Multicultural education: policies and practices in teacher education. In C. Grant (Ed.), Research and multicultural education: From the margins to the mainstream (pp. 218–239).London: Falmer Press.
Goodwin, A. (2000). Teacher as (multi)cultural agents in schools. In R. Carter (Ed.), Addressing cultural issues in organizations: Beyond the corporate context (pp. 104–114). Thousand Oaks, CA: Sage.
Gore, J. M., & Zeichner, K. M. (1991). Action research and reflective teaching in preservice teacher education: A case study from the United States. Teaching and Teacher Education, 7(2), 119–136.
Graham, R., & Young, J. (2000). Talking practice: The debriefing session in multicultural teacher education curriculum. Journal of Educational Thought, 34(2), 165–182.
Grant, C. (1991). Culture and teaching: What do teachers need to know? In M. Kennedy (Ed.), Teaching academic subjects to diverse learners (pp. 237–256). New York: Teachers College Press.
Grant, C., & Secada, W. (1990). Preparing teachers for diversity. In W. R. Houston, M. Haberman, & J. Sikula (Eds.), Handbook of research on teacher education (pp. 403–422). New York: Macmillan.
Grant, C., & Sleeter, C. (2003). Making choices for multicultural education: Five approaches to race, class, and gender. New York: John Wiley & Sons.
Grant, C., & Wieczorek, K. (2000). Teacher education and knowledge in “the knowledge society”: The need for social moorings in our multicultural schools. Teachers College Record, 102(5), 913–935.
Grant, C., Elsbree, A. R., & Fondrie, S. (In Press). The changing terrain in multicultural education research. In J. Banks & C. A. McGee Banks (Eds.), The handbook of research on multicultural education (2nd Edition). New York: Macmillan.
Guilfoyle, K., Hamilton, M. L. & Pinnegar, S. (1997). Obligations to unseen children. In J. Loughran & T. Russell (Eds.), Teaching about teaching: Purpose, passion and pedagogy in teacher education (pp. 183–209). London: Falmer Press.
Haberman, M. (1991). The rationale for training adults as teachers. In C. Sleeter (Ed.), Empowerment through multicultural education (pp. 275–286). Albany: State University of New York Press.
Haberman, M. (1996). Selecting and preparing culturally competent teachers for urban schools. In J. Sikula, T. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (2nd ed., pp. 747–760). New York: Macmillan.
Hamilton, M. L. et al. (Eds.). (1998). Reconceptualizing teaching practice: Self-study in teacher education. London: Falmer Press.
Hernendez-Sheets, R. (2000). Advancing the field or taking center stage: The white mOffement in multicultural education. Educational Researcher, 29(9), 15–19.
Hiebert, J., Gallimore, R., & Stigler, J. (2002). A knowledge base for the teaching profession: What would it look like and how can we get one? Educational Researcher, 31(5), 3–15.
Hollingsworth, S. (1994). Teacher research and urban literacy education: Lessons and conversations in a feminist key. New York: Teacher College Press.
Howard, G. R. (1999). We can’t teach what we don’t know: White teachers, multiracial schools. New York: Teachers College Press.
Howey, K. R. et al. (1994). RATE VII: Teacher preparation in the urban context. Washington, DC: AACTE.
Hulsebosch, P., & Koerner, M. (1993, November). Whatdoes cultural identity have to do with the preparation of teachers? Methodology and findings. Paper presented at the Annual National Council of Teachers of English Conference, Pittsburgh, PA.
Jenks, C., Lee, J., & Kanpol, B. (2001). Approaches to multicultural education in preservice teacher education: Philosophical frameworks and models for teaching. The Urban Review, 33(2), 87–105.
Kagan, D. M. (1992). Professional growth among preservice and beginning teachers. Review of Educational Research, 62(2), 129–169.
Kennedy, M. (1998). Learning to teach writing: Does teacher education make a Difference? New York: Teachers College Press.
Kitano, H. (1969). Japanese Americans: The evolution of a subculture. New Jersey: Prentice Hall.
Knowles, G., & Holt-Reynolds, D. (1991). Shaping pedagogies through personal histories in preser-vice teacher education. Teachers College Record, 93(1), 87–113.
Ladson-Billings, G. J. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco: Jossey-Bass.
Ladson-Billings, G. (2001). Multicultural teacher education: Research, practice, and policy. In J. Banks & C. A. McGee Banks (Eds.), Handbook of research on multicultural education (pp. 747–759). San Francisco: Jossey-Bass.
Ladson-Billings, G. (1999). Preparing teachers for diverse student populations: A critical race theory perspective. In A. Iran-Nejad & D. Pearson (Eds.), Review of Research in Education (Vol. 24, 211–248). Washington, DC: American Educational Research Association.
Liston, D., & Zeichner, K. M. (1991). Teacher education and the social conditions of schooling. New York: Routledge.
Loughran, J. J. (2002, August). Pursuing Scholarship in Teacher Education. Keynote address at the Teacher Education Forum of Aotearoa, New Zealand, Wellington, New Zealand.
Loughran, J. J., & Northfield, J. R. (1998). A framework for the development of self-study practice. In M. L. Hamilton et al. (Eds.), Reconceptualizing teaching practice: Self-study in teacher education (pp. 7–18). London: Falmer Press.
Loutzenheiser, L. (2001). “If I teach about these issues they will burn down my house”: The possibilities and tensions of queered, antiracist pedagogy. In K. Kumashiro (Ed.), Troubling intersections of race and sexuality (pp. 195–214). Lanham, MD: Rowman & Littlefield.
MacGillivray, L. (1997). Do what I say, not what I do: An instructor rethinks her own teaching and research. Curriculum Inquiry, 27(4), 469–488.
Martindale, K. (1997). Queerying pedagogy: Teaching un∖popular cultures. In S. Castell & M. Bryson (Eds.), Radical interventions: Identity, politics, and Difference/s in educational praxis (pp. 59–84). Albany, NY: State University of New York.
McIntosh, P. (1989, July∖August). White privilege: Unpacking the invisible knapsack. Peace and Freedom, July∖August, 10–12.
McIntyre, A. (1997). Making meaning of whiteness: Exploring racial identity with white teachers. Albany, NY: State University of New York Press.
Meixner, Emily. (2003). Knowing our-Selves and “Others”: Learning to teach diverse learners through critical feminist action research. Unpublished doctoral thesis. Madison: University of Wisconsin, Madison.
Merryfield, M. (2000). Why aren’t teachers being prepared to teach for diversity, equity, and global interconnectedness? A study of lived experiences in the making of multicultural and global educators. Teaching and Teacher Education, 16(4), 429–443.
Miller, J. (1990). Creating spaces and finding voices: Teachers collaborating for empowerment. Albany, NY: State University of New York Press.
Mulhern, M., & Martinez, G. (1999). Confronting homophobia in a multicultural education course. In W. Letts & J. Sears (Eds.), Queering elementary education: Advancing the dialogue about sexualities in schooling (pp. 247–256). Lanham, MD: Rowman & Littlefield.
Nieto, S. (1999). The Light in Their Eyes: Creating Multicultural Learning Communities. New York: Teachers College Press.
Obidah, J. (2000). Mediating boundaries of race, class, and professorial authority as a critical multi-culturalist. Teachers College Record, 102(6), 1035–1060.
Oda, L. (1998). Harmony, conflict and respect: An Asian-American educator’s self-study. In M. L. Hamilton et al. (Eds.), Reconceptualizing teaching practice: Self-study in teacher education (pp. 113–123). London: Falmer Press.
Orner, M. (1992). Interrupting the calls for student voice in “liberatory” education: A feminist poststructuralist perspective. In C. Luke & J. Gore (Eds.), Feminisms and critical pedagogy (pp. 74–89). New York: Routledge.
Palmer, P. (1998). The courage to teach. San Francisco: Jossey Bass.
Pekarsky, D. (1994). Socratic teaching: A critical assessment. Journal of Moral Education, 23(2), 119–135.
Regenspan, B. (2002). Toward parallel practices for social justice-focussed teacher education and the elementary school classroom: Learning lessons from Dewey’s critique of the division of labor. Teaching and Teacher Education, 18(5), 577–591.
Ressler, P. (2001). Race and sexual orientation in multicultural feminist teacher education. In K. Kumashiro (Ed.), Troubling intersections of race and sexuality (pp. 179–194). Lanham, MD: Rowman & Littlefield.
Richardson, V. (1996). The case for formal research and practical inquiry in teacher education. In F. Murray (Ed.), The teacher educator’s handbook (pp. 715–738). San Francisco: Jossey-Bass.
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula, T. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (2nd Edition) (pp. 102–119). New York: Macmillan.
Richert, A. E. (1997). Teaching teachers for the challenge of change. In J. Loughran & T. Russell (Eds.), Teaching about teaching: Purpose, passion, and pedagogy in teacher education (pp. 73–94). London: Falmer Press.
Rosenberg, P. M. (1998). The presence of an absence: Issues of race in teacher education at a predominantly white college campus. In M. E. Dilworth (Ed.), Being responsive to cultural Differences: How teachers learn (pp. 3–20). Thousand Oaks, CA: Corwin Press.
Russell, T., & Korthagen, F. (1995). Teacher who teach teachers. London: Falmer.
Saavedra, E. (1996). Teacher study groups: Contexts for transformative learning and action. Theory into Practice, 35(4), 271–277.
Samaras, A. P. (1998). Finding my way: Teaching methods courses from a sociocultural perspective. In A. L. Cole, R. Elijah, J. G. Knowles (Eds.), The heart of the matter (pp. 55–80). San Francisco: Caddo Gap Press.
Sarallena, R. (1997). Culturally relevant teacher preparation and teachers’ perceptions of the language and culture of linguistic minority students. In J. King, E. Hollins, & W. Hayman (Eds.), Preparing teachers for cultural diversity (pp. 40–53). New York: Teachers College Press.
Schulte, A. (2001). Student teachers in transformation: A self-study of a supervisor’s practice. Unpublished doctoral thesis. Madison: University of Wisconsin, Madison.
Schulte, A., & Genor, M. (2002). Exploring Race: Teacher educators bridge their personal and professional identities. Multicultural Perspectives, 4(3), 15–20.
Schulte, A., Genor, M., & Trier, J. (2000, October). Supervisors Unite: Discussion in Learning to Teach. Paper presented as part of a symposium at the Midwest Educational Research Association (MWERA), Chicago, IL.
Sleeter, C. (1995). White preservice students and multicultural education coursework. In P. Larkin and C. Sleeter (Eds.), Developing multicultural teacher education curricula (pp. 17–29). Albany, NY: State University of New York Press.
Sleeter, C. (2001a). Epistemological diversity in research on preservice teacher preparation for historically underserved children. In W. Secada (Ed.), Review of Research in Education (Vol. 25, pp. 209–250). Washington, DC: American Educational Research Association.
Sleeter, C. (2001b). Preparing teachers for culturally diverse schools: Research and the overwhelming presence of Whiteness. Journal of Teacher Education, 52(2), 94–106.
Spindler, G., & Spindler, L. (1993). The process of culture and person: Cultural therapy and culturally diverse schools. In P. Phelan & A. Locke Davidson (Eds.), Renegotiating cultural diversity in American schools (pp. 27–51). New York: Teachers College Press.
Tatum, B. D. (1992). Talking about race, learning about racism: The application of racial identity development theory in the classroom. Harvard Educational Review, 62(1), 1–24.
Tidwell, D., & Heston, M. (1998). Self-study through the use of practical argument. In M. L. Hamilton et al. (Eds.), Reconceptualizing teaching practice: Self-study in teacher education (pp. 45–66). London: Falmer Press.
Tierney, W. G. (1993). The college experience of Native Americans: A critical analysis. In L. Weis & M. Fine (Eds.), Beyond silenced voices: class, race, and gender in United States schools (pp. 309–323). Albany, NY: State University of New York Press.
Wallace, B. (2000). A call for change in multicultural training at graduate schools of education: Educating to end oppression and for social justice. Teachers College Record, 102(6), 1086–1111.
Weiner, L. (1993). Preparing teachers for urban schools, lessons from 30 years of school reform. New York: Teachers College Press.
Weiner, L. (2000). Research in the 90s: Implications for urban teacher preparation. Review of Educational Research, 70(3), 369–406.
Wideen, M., Mayer-Smith, J., & Moon, B. (1998). A critical analysis of the research on learning to teach: Making the case for an ecological perspective on inquiry. Review of Educational Research, 68(2), 130–178.
Wilkes, G. (1998). Seams of paradoxes in teaching. In M. L. Hamilton (Ed.), Reconceptualizing teaching practice: Self-study in teacher education (pp. 198–207). London: Falmer Press.
Yeo, F. (1997). Teacher preparation and inner-city schools: Sustaining educational failure. The Urban Review, 29, 127–143.
Young, L. S. (1998). Care, community, and context in a teacher education classroom. Theory into Practice, 37(2), 105–113.
Zeichner, K. (1996). Educating teachers for cultural diversity. In K. Zeichner, S. Melnick & M. L. Gomez (Eds.), Currents of reform in preservice teacher education (pp. 133–175). New York: Teachers College Press.
Zeichner, K., & Hoeft, K. (1996). Teacher socialization for cultural diversity. In J. Sikula, T. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (2nd Edition) (pp. 525–547). New York: Macmillan.
Zeichner, K., & Noffke, S. (2001). Practitioner research. In V. Richardson (Ed.), Handbook of research on teaching (4th Edition) (pp. 298–330). Washington, DC: AERA.
Zeichner, K. M., Tabachnick R., & Densmore, K. (1987). Individual, institutional, and cultural influences on the development of teachers’ craft knowledge. In J. Calderhead (Ed.), Exploring teachers’ thinking (pp. 21–59). London: Cassell.
Zimpher, N. L., & Howey, K. R. (1992). Policy and practice toward the improvement of teacher education: An analysis of issues from recruitment to continuing professional development with recommendations. Oak Brook, IL: North Central Regional Educational Laboratory.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2004 Springer
About this chapter
Cite this chapter
Schulte, A.K. (2004). Examples of Practice: Professional Knowledge and Self-Study in Multicultural Teacher Education. In: Loughran, J.J., Hamilton, M.L., LaBoskey, V.K., Russell, T. (eds) International Handbook of Self-Study of Teaching and Teacher Education Practices. Springer International Handbooks of Education, vol 12. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-6545-3_18
Download citation
DOI: https://doi.org/10.1007/978-1-4020-6545-3_18
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-1812-1
Online ISBN: 978-1-4020-6545-3
eBook Packages: Springer Book Archive