This study explored undergraduate teacher candidates' multicultural identity development. Forty-three participants were in two sections of the course Introduction to Education. The research questions investigated the ways in which candidates examine their cultural awareness, knowledge of diverse learners, and effective practices for 21st century classrooms. Participants in Group 1 experienced face-to-face instruction on issues of diversity. Group 2 engaged in a blended format with an educational online social networking site that extended class discussions on issues of diversity.
Quantitative and qualitative approaches were used to collect and analyze data. The findings revealed that instruction on multicultural awareness, knowledge, and skills in a one semester course had an effect on participants. Both groups demonstrated increased cultural self-awareness, appreciation of cultural differences, and knowledge of diverse cultures. There is evidence to suggest that the use of an online social network made a significant difference in the changes in Group 2 participants who evidenced greater changes in attitudes and beliefs in both the quantitative and qualitative data and analyses.
Understanding how candidates learn about and develop cultural competence extends research literature on educator preparation for diverse classrooms. The implications for teacher educators suggest a focus on the identity transformation process of teacher candidates and reexamination of the ways candidates are prepared for the multicultural realities of schools and society.
|Advisor:||Gleason, John J.|
|Commitee:||Langelier, Carol, Magnus, Teresa D., McNeil, Mary, Moody, John|
|School Location:||United States -- New Hampshire|
|Source:||DAI-A 75/10(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Multicultural Education, Teacher education, Educational technology|
|Keywords:||Cultural competence, Identity development, Online social network, Preservice teacher candidate|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be