Tensions in Multicultural Teacher Education Research Demographics and the Need to Demonstrate Effectiveness

被引：13

作者：

Furman, Jim S. ^{[1
]}

机构：

[1] Univ New Orleans, Dept Curriculum & Instruct, New Orleans, LA 70148 USA

来源：

EDUCATION AND URBAN SOCIETY | 2008年 / 41卷 / 01期

关键词：

teacher education; diversity and preservice teachers;

D O I：

10.1177/0013124508321440

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article builds on the results of an analysis of reviews of data-based research literature in the field of multicultural teacher education. The author discusses two examples of major findings from the seven reviews considered: the amount and quality of research and the hidden curriculum of teacher education. Limitations of the reviews are also discussed and particular attention is paid to the issues of defining multiculturalism and building a theoretical argument. The author describes, in detail, two major tensions that are evident in the field: the demographic tension and the effectiveness tension. In addition, the article suggests ways in which the field might move forward by establishing a strong theoretical rationale for its investigations.

引用

页码：55 / 79

页数：25

共 51 条

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