Creating Culturally Competent Teachers in Higher Education: As a Consequence of Cultural Immersion

Description

This book presents evidence of a longitudinal study in teacher preparation utilizing a threefold multicultural (TFM) model of immersion. It establishes the need for culturally responsive teachers in classrooms, and outlines a proven model that can be employed to prepare them. Through the TFM model elements, pre-service teacher candidates participated in class-based, cohort fieldwork experience, and reflective journal writings and discussions. Evidence was gathered from pre- and post-questionnaires, interviews, classroom discussions, and journal writings, along with the inclusion of student voices. Pre-service teacher attitudes, beliefs, and degree of cultural responsiveness changed post-study, and candidates became more effective in the classroom, highlighting the effectiveness of the TFM model. This book is an invaluable resource for universities, under- and postgraduate students, and teachers across the globe as it provides a teacher preparation fieldwork model that helps to prepare culturally responsive teachers for children in any classroom. Contents About the Authors List of Tables 1 Culturally Diverse Communities 1.1 Culture & Humans 1.2 Community Needs in the United States 1.3 Parent Involvement and Academic Success References 2 Truth, Racial Healing, and Transformation (TRHT) on College Campuses 2.1 Ongoing Workshops on Topics Related to Cultural Diversity Equity and Inclusion for All Members 2.2 Mandatory Orientation for All Faculty, Staff and Incoming Students on Diversity, Racism, Equity and Inclusions 2.3 Raise Awareness for Critical, Company-Specific Diversity, Equity and Inclusion Goals 2.4 Improve Workplace Inclusion 2.5 Increase Cultural Sensitivity and Intelligence Among All Parties Through Ongoing Dialogues in Community Forums 2.6 Promote Changes in Course Curricula to Allow Space for Exploration of Diversity, Equity, and Inclusion 2.7 Dedicate Focused Efforts Towards Growth and Development Through Established Diversity, Equity, and Inclusion Councils 2.8 Promote Equity Best Practices References 3 Tri-Fold Multicultural Model: A Cultural Immersion Approach 3.1 Why the TFM Model? 3.2 Engineering of the High Needs Multicultural Community 3.3 Understanding the Different Models 3.3.1 Understanding the Different Teaching Models References 4 Attitudinal Changes Among Teacher Candidates: The Power of the TFM Model 4.1 Introduction 4.1.1 Culturally Diverse Communities 4.1.2 Teacher Education Programs 4.2 Purpose and Overview 4.2.1 Methodology 4.2.2 Participants 4.3 School of Education: Undergraduate Enrollment Fall 2018 4.3.1 Methodology 4.3.2 Findings 1—Shifts in Beliefs and Assumptions 4.3.3 Finding #2—Rejection of Learned Stereotypes 4.3.4 Finding #3—Teacher Candidates Developed Deeper Cultural Responsiveness that Will Have a Positive Impact on Their Effectiveness as a Teacher. 4.3.5 Finding #4—Two-Way Transformational Learning and Growth 4.4 Recommendations for Practice 4.5 Limitations 4.6 Future Study 4.7 Conclusion References 5 Higher Education and Community Based Partnerships During COVID-19: A Case Study of the VIRTUAL P.E.A.C.E. Afterschool Program 5.1 Defining Variables for the VIRTUAL P.E.A.C.E. Experience 5.1.1 The P.E.A.C.E. Afterschool Program, Inc. 5.1.2 The VIRTUAL P.E.A.C.E. Afterschool Program Partnership 5.2 Methodology 5.2.1 Findings 5.3 Future Teacher Voices: Lessons Learned 5.4 Future Teacher Voices-Alignment with the CEC Standards 5.4.1 Future Teacher Voices-Teacher Background 5.4.2 Future Teacher Voices-Instructional Planning and Preparation 5.4.3 Future Teacher Voices-CEC Standards 5.4.4  Future Teacher Voices-Reflection 5.5 Future Teacher Voices-Conclusion 5.6 Discussion 5.7 Future Directions Appendix Flyer for the Students Schedule for Pilot and June Programming Reflective Email References 6 Student and Teacher Candidate Experiences During the COVID-19 Pandemic 6.1 Pandemics and Community Needs Reference 7 Stories of Transformation 7.1 Voices of Student Observers and Future Teacher Candidates During COVID-19 7.2 Voices of Current Teachers During COVID-19