Teacher Candidates' Awareness and Acceptance of Diversity
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| Title: | Teacher Candidates' Awareness and Acceptance of Diversity |
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| Language: | English |
| Authors: | Lori Cook-Benjamin, Beth Walizer, Keith Dreiling |
| Source: | Advocate. 2013 21(1):34-37. |
| Availability: | The Advocate. Available from: New Prairie Press, Center for the Advancement of Digital Scholarship, Kansas State University Libraries. 2123 College of Business Administration, Manhattan, KS 66506. Web site: https://atekan.weebly.com/journal.html; Web site: https://newprairiepress.org/advocate/ |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2013 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teachers, Student Attitudes, Knowledge Level, Diversity, Program Effectiveness, Consciousness Raising, Student Diversity, Attitude Change, Cultural Awareness, Cultural Differences, Preservice Teacher Education |
| ISSN: | 2637-4552 |
| Abstract: | Like many colleges of education and the departments within them, concerns exist on the best way to provide teacher candidates with clinical (also referred to as "field" in the literature) based experiences that meet accreditation outcomes. The purpose of this study was twofold: (1) to determine teacher candidates' awareness and acceptance of diversity through involvement in a college level diversity course; and (2) to create a baseline for future determination of teacher candidates' awareness and acceptance of diversity after implementation of a diverse clinical-based setting within the diversity course. The participants included teacher candidates enrolled in sections of a required course called Diverse Learners. The results suggest that teacher candidates' attitudes changed from the beginning of the course to the end of the course. These results suggest that, by the end of the course, teacher candidates became more interested in participating in social and cultural activities and in valuing the impact of diversity on self-understanding and personal growth. |
| Abstractor: | ERIC |
| Entry Date: | 2025 |
| Accession Number: | EJ1480372 |
| Database: | ERIC |
| Abstract: | Like many colleges of education and the departments within them, concerns exist on the best way to provide teacher candidates with clinical (also referred to as "field" in the literature) based experiences that meet accreditation outcomes. The purpose of this study was twofold: (1) to determine teacher candidates' awareness and acceptance of diversity through involvement in a college level diversity course; and (2) to create a baseline for future determination of teacher candidates' awareness and acceptance of diversity after implementation of a diverse clinical-based setting within the diversity course. The participants included teacher candidates enrolled in sections of a required course called Diverse Learners. The results suggest that teacher candidates' attitudes changed from the beginning of the course to the end of the course. These results suggest that, by the end of the course, teacher candidates became more interested in participating in social and cultural activities and in valuing the impact of diversity on self-understanding and personal growth. |
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| ISSN: | 2637-4552 |
