Impact of Course and Fieldwork on Multicultural Beliefs and Attitudes

Abstract

This study investigated preservice teachers’ beliefs and attitudes about teaching culturally and linguistically diverse students when progressing through specially designed courses. Data were collected using the Teacher Multicultural Attitude Survey and semi-structured interviews. Analyses indicated that preservice teachers who received more multicultural preparation held more positive attitudes and based their attitudes more on academic preparation than on personal experiences. Preservice teachers who completed the multicultural course and English for speakers of other languages field placement had a more in-depth understanding of how to help culturally and linguistically diverse students.

Key words:

• cross-cultural education
• English as a second language
• inclusive education
• multicultural education
• teacher certification
• teacher education