Learning Together What We Do Not Know: The Pedagogy of Multicultural Foundations

Comments from the teacher educator and prospective teacher acknowledge the complexity of incorporating issues of equity in teaching and learning to teach. The teacher educator considers the pedagogical decisions that enable prospective teacher reflects on how her experience related to race intersect...

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Veröffentlicht in:	Teacher education quarterly (Claremont, Calif.) Calif.), 2005-07, Vol.32 (3), p.123-138
Hauptverfasser:	Whittaker, Andrea, McDonald, Morva, Markowitz, Nancy
Format:	Artikel
Sprache:	eng
Schlagworte:	Communities Course Content Course Descriptions Course Evaluation Course Objectives Curriculum development Curriculum Enrichment Curriculum Evaluation Elementary School Curriculum Instructional design Instructional Effectiveness Instructional Innovation Internships Learning Multicultural Education Multiculturalism Multiculturalism & pluralism Pedagogical Content Knowledge Pedagogy Preservice Teacher Education Preservice Teachers Reflective Teaching Section III: Course and Professor Level of Assessment of Innovation Self evaluation Student Experience Teacher centers Teacher education Teacher Education Programs Teacher Educators Teachers Teaching methods Training Urban Schools
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Beschreibung
Zusammenfassung:	Comments from the teacher educator and prospective teacher acknowledge the complexity of incorporating issues of equity in teaching and learning to teach. The teacher educator considers the pedagogical decisions that enable prospective teacher reflects on how her experience related to race intersects with the lived experiences of her students. Whittaker et al examine the pedagogy of one multicultural foundations course, focusing on the instructor's self-assessment of her teaching and the resulting innovative changes in course curriculum.
ISSN:	0737-5328