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Enhancing preservice teachers’ motivation to teach diverse learners
ARTICLE

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TATE Volume 73, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This two-year mixed-method case study examined if and how a teacher preparation program can change preservice teachers' motivation to teach culturally and linguistically diverse learners. Survey data from Master of Arts in Teaching (MAT) candidates demonstrated statistically significant changes in MATs' self-confidence for teaching diverse learners, their self-efficacy for culturally responsive pedagogy (CRP), their perception of the value of multicultural teaching, and in their interest in teaching diverse learners. Interview and focus group data identified explicit instruction on CRP, diverse practicum opportunities, and an emphasis on culturally-oriented self-inquiry as factors that enhanced teachers’ desire to teach diverse students.

Citation

Whitaker, M.C. & Valtierra, K.M. (2018). Enhancing preservice teachers’ motivation to teach diverse learners. Teaching and Teacher Education: An International Journal of Research and Studies, 73(1), 171-182. Elsevier Ltd. Retrieved December 2, 2022 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2018.04.004

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