|Published online: April 11, 2016||$US5.00|
We report on the national study “Investigating Diversity Training: A National Study of Literacy Teacher Educators” about the status of diversity training within literacy teacher education programs at four-year colleges and universities in the United States. We examined how teacher educator’s knowledge about diversity was viewed and integrated into teacher training literacy programs. Using a web-based national survey of literacy teacher educators, the research team collected information about diversity training at literacy program and course levels in view of the International Literacy Association’s “Standards for Reading Professionals” on diversity. The findings reveal that teacher educators in literacy programs report that they value the preparation of current and future teachers for diversity and acknowledge the complexities of this task. These researchers recommend that teacher educators find innovative ways to increase teacher education program effectiveness in terms of transforming the diversity dispositions and practices of the teachers whom they prepare.
|Keywords:||Culturally-responsive Teaching, Teacher Preparation, Teacher Professional Development, Multicultural Education, Multicultural Literacies|
The International Journal of Pedagogy and Curriculum, Volume 23, Issue 2, June 2016, pp.59-74. Article: Print (Spiral Bound). Published online: April 11, 2016 (Article: Electronic (PDF File; 598.264KB)).
Visiting Assistant Professor, School of Education and Human Services, Oakland University, Michigan, USA
Professor, School of Teaching, Leadership, and Curriculum Studies, Kent State University, Kent, OH, USA
Professor, College of Education, The University of Akron, Silver Lake, Ohio, USA
Professor, College of Education and Human Development, George Mason University, Virigina, USA
Assistant Professor, College of Education, Michigan State University, Michigan, USA
Graduate of the PhD Program, Reading and Language Arts, Oakland University, Michigan, USA