Addressing diversity: A case study of teacher educators' views and instructional practices at a Midwestern university (original) (raw)

It is well documented that while the student population is becoming more and more diverse, the teacher population remains mostly white, female, monolingual, and monocultural (Banks, 2001a; Darling-Hammond, 2002; Nieto, 2000a). Consequently, teacher education programs have the important role of addressing diversity throughout curriculum, field experiences and faculty recruitment. The purpose o f this qualitative research was to gain more understanding, from the teacher educators’ perspectives, about the way diversity is being addressed at a Midwestern university by examining teacher educators’ various methods of instruction, and their course materials, which focus on diversity issues and the needs of diverse learners. The case study methodology concentrated on three full-time, tenured professors from Special Education Department, who are teaching the same required course entitled “Meeting the Needs of Diverse Learners” for the preservice teachers. The primary strategies of data colle...

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