Preservice Teacher Attitudes Toward Diversity: Can One Class Make a Difference?

Equality and Diversity in the Classroom: A Comparison of Students’ and Teachers’ Attitudes in Six European Countries

“…Research in the United States with racially mixed classrooms has also identified similar issues. For example, Weisman and Garza (2002) point out that the world views of most white middle class teachers are based on their life experiences as members of the dominant group and they often minimize the reality of racism as well as disregard the knowledge and experiences that shape the lives of non-mainstream students. Other American research (Gay and Howard, 2010;Kumar and Hamer, 2012) found that there was a fear of diversity, stereotypic beliefs, and a resistance to dealing with race and racism frequently expressed by students in teacher education programmes.…”

Cultural Competence and Cultural Identity: Using Telementoring to Form Relationships of Synergy

“…Research also identifies varying forms of student resistance, which often prevents teacher candidates from capitalizing on opportunities for development. For example, teacher candidates resist challenges to a meritocratic worldview (Mueller & Connor, 2007;Solomon, Portelli, Daniel, & Campbell, 2005) and discussions of institutional Downloaded by [Ams/Girona*barri Lib] at 06:57 08 October 2014 inequality (Huerta & Flemmer, 2005;Weisman & Garza, 2002). When discussing issues of race, student teachers remain silent (Hill, Phelps, & Friedland, 2007), engage in colorblind rhetoric (Case & Hemmings, 2005), or reframe the conversation in terms of culture (Buehler, Ruggles Gere, Dallavis, & Shaw Haviland, 2009).…”

Assessing the Use of Technology by PreService Teachers in Documenting Field Observations

“…The summary shown above in Table 3 highlights technology as having the greatest cluster of devices (32), particularly in terms of qualifiers (16), cognitives (12) and affectives (10). This combination reflects the highly subjective nature of the comments.…”