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Teaching Education Volume 26, 2015 - Issue 3
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Articles

Multicultural apprenticeships in teacher education

Barbara L. SeidlSchool of Education and Human Development, University of Colorado Denver, Denver, CO, USACorrespondence[email protected]
,
Gumiko MonobeCollege of Education, Health, and Human Services, Kent State University, Kent, OH, USA
,
Matthew D. ConleyThe Division of Education, Ohio Dominican University, Columbus, OH, USA
,
Lisandra Pedraza BurgosFacultad de Educación, Universidad de Puerto Rico, San Juan, Puerto Rico
,
Herminia Janet RiveraSchool of Education, Nova Southeastern University, Fort Lauderdale, FL, USA
&
Chiharu H. UchidaCollege of Education, Kyoei University, Kasukabe, Japan
Pages 294-309 | Received 09 Feb 2014, Accepted 01 Oct 2014, Published online: 09 Jan 2015
 
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Abstract

The purpose of this paper is to explore the theoretical structure of what we call multicultural apprenticeships in teacher education. This structure is drawn from decades of scholarship and research in teacher education, in general, and in preparing teachers for diversity, in particular. It is further situated within our own work in an Early Childhood Education Masters in Education program and our commitments to preparing teachers to support diverse populations of children. Three different multicultural apprenticeships are used to provide concrete examples of the characteristics of this approach to preparing teachers for diverse classrooms.

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