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Essay / Research Paper Abstract
A 5 page research paper/essay that discusses key elements that K.M. Zeichner identified in 1993 as essential to teacher education in regards to culturally diverse student populations. The writer summarizes and examines these elements, and discusses whether they remain applicable to teacher education today. Bibliography lists 4 sources.
Page Count:
5 pages (~225 words per page)
File: D0_khculdt.rtf
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Unformatted sample text from the term paper:
final four of these elements refer to recommended student teacher field experience, but the first twelve provide a "piece of the jigsaw puzzle" that collectively make-up the necessary components of
multicultural teacher education (Shaw, 1997). The following examination summarizes these elements and discusses whether they remain applicable to teacher education today. Zeichners first factor refers to admissions and screening
procedures. This remains a particularly relevant area of teacher education today as many general education teachers lack the skill to differentiate between student underachievement due to a learning disability and
underachievement that derives from cultural reasons, such as having to learn English as a second language (Chamberlain, 2005). The second element states the goal of helping students develop a distinct
sense of their individual ethnic and cultural identity (Zeichner, 1993). This is a relevant area of concern because of the role that culture plays in identity formation and self-esteem.
The third element indicates the goal of aiding students in understanding their attitudes toward cultural groups different from their own (Zeichner, 1993). Weinstein, Curran and Tomlinson-Clarke (2003) give several examples
of well-meaning teachers who misinterpret student behavior because they do not understand that the students behavior is grounded in that students particular culture. When "teachers and students come from different
cultural backgrounds, planned efforts to cross social borders and develop caring, respectful relationships are essential" (Weinstein, Curran and Tomlinson-Clarke, 2003, p. 269). The fourth factor indicates that students should
be taught the "dynamics of prejudice and racism" and how to cope with this in their environment (Zeichner, 1993). Schools are microcosms of society at-large and, therefore, frequently reflect the
"societal inequities in its broad policies...and instructional practices" (Shaw, 1997). The fifth factor, likewise, addresses teaching student teachers the roles played by the societal factors of privilege and economics
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