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August 21, 2021

Case-Based Methodology As an Instructional Strategy for Understanding Diversity: Preservice Teachers' Perceptions (Multicultural Education)

eBook details

Title: Case-Based Methodology As an Instructional Strategy for Understanding Diversity: Preservice Teachers' Perceptions (Multicultural Education)
Author : Multicultural Education
Release Date : January 22, 2006
Genre: Education,Books,Professional & Technical,
Pages : * pages
Size : 230 KB

Description

It is well-documented that preservice teachers have difficulty transferring their formal knowledge from teacher education courses to complex teaching practices (Black & Halliwell, 2000). Noting that teachers' knowledge is holistic, with much personal meaning that cannot be taught in a linear fashion, many scholars emphasize the importance of linking teachers' meaningful learning and application to practice within an educational context, rather than passive acquisition of educational knowledge (Elbaz, 1991; Harrington, 1995; Jones & Jones, 1998). Added to the teacher preparation equation is that of preparing teachers who can function effectively in schools that are diverse in terms of race/ethnicity, gender, ability, language, socioeconomics, family configurations, etc. Many times, the teachers who are being prepared to teach in these settings are limited in their understanding and appreciation of these diverse communities.