Elementary Teacher Preparation with Multicultural Requirements.

Overview & Synopsis

The purpose of this study was to assess the multicultural perspective of elementary teacher education programs nationally. There were three objectives: research the inclusion of multicultural education into elementary teacher preparation programs, identify institutions that incorporate multicultural education into general education coursework requirements, and identify institutions that incorporate multicultural education into professional teacher education coursework requirements. In the fall of 1994, data were collected from 42 institutions accredited by the National Council for the Accreditation of Teacher Education (NCATE) with elementary education programs and a multicultural course requirement. Results showed that 19 institutions had multicultural education in the general education requirements, 5 institutions required a specific course in multicultural education, and 14 had a list of multicultural offerings from which a student was required to select a course. These were usually offered as history, geography, sociology, or anthropology. Of surveyed institutions with elementary teacher preparation programs, 24 had a multicultural education course in the professional teacher education requirements. Twenty of these institutions required a specific course, and four allowed options. It was concluded that when students can select courses, less standardization in learning and content is likely. Therefore, more specific guidelines are needed for optional multicultural courses that preservice teachers take in general education. When professional teacher education requires a designated course, the institution can assure that the students are provided with similar multicultural content. (JLS)