Effects of Case-Based Learning on Preservice Secondary Teachers’ Multicultural Attitudes: A Mixed Methods Study

Authors

Kathryn Lee
Emily Summers
Rubén Garza

DOI

10.58809/GWCF1576

Abstract

As our society changes, so must our teacher education practices. In the past decade, the Southwestern U.S. has been transforming into a majority minority region (U.S. Census Bureau 2005), which must in turn reframe the underpinnings of teacher education in this area of our country. As teacher educators, we have known that many preservice teachers lagged in their preparedness to teach students who are culturally, ethnically, and linguistically different from themselves. Teacher education increasingly is being criticized as having inabilities to instruct teacher candidates in ways that produce greater K-12 student learning; diversity awareness will be a cornerstone if we can change this infamous trend (AACTE 2003).

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This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.

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Recommended Citation

Lee, Kathryn; Summers, Emily; and Garza, Rubén (2009) "Effects of Case-Based Learning on Preservice Secondary Teachers’ Multicultural Attitudes: A Mixed Methods Study," Academic Leadership: The Online Journal (2003-2012): Vol. 7: Iss. 1, Article 15.
DOI: 10.58809/GWCF1576
Available at: https://scholars.fhsu.edu/alj/vol7/iss1/15