Faculty and Student Teachers "Voices" in Developing a Multicultural Teacher Education Curriculum Using a Collaborative Participatory Approach

Abstract

The innovative process of curriculum development reported in this paper entailed reversing the usual approach, from top down to bottom up; an approach consistent with decentralisation initiatives and programs presently being implemented in Philippine education particularly the localisation and indigenisation of curricular programmes. Important curriculum developers such as faculty and student teachers were actively involved in the successful creation of a multicultural teacher education curriculum through a collaborative participatory process. Multicultural content, pedagogy and assessment strategies were identified for infusion in the three components of the teacher education programme. The indigenous student teachers contributed much to the multicultural content. Faculty members contributed to the content, pedagogy and assessment. The administrators contributed to curriculum decisions for policy making and took other non-traditional roles

Exploring the Contribution of B.Ed. (Hons) Programme in Preparing Prospective Educators for their Professional Roles

“…The research studies highlight the need of culturally responsive teacher education programmes and to embed the teaching of multiculturalism within it (Grant, 2021;Kim & Choi, 2020). The prospective educators also need to be familiarized with the strategies of addressing the racial, ethnic, gender or any other form of prejudice and discriminatory attitudes among the students (Bristol & Goings, 2019;Clark & Newberry, 2019;Reyes & Harvey, 2018).…”

“…The technology experiences need not to be limited only for communicating with the faculty but also part of classroom teaching. The study conducted by Reyes and Harvey (2018) reports that about 31.5 % of the faculty members in an Australian university integrate technology in their teaching but they do not orient the prospective teachers on how to use it. For meeting the needs of modern classroom teaching, it has become increasingly important to orient the prospective educators on ethical approaches of using technology, particularly, as a pedagogical tool (Ratheeswari, 2018).…”