Type of Document	Dissertation
Author	Bodur, Yasar
Author's Email Address	bodur@coe.fsu.edu
URN	etd-11152003-001519
Title	Preservice Teachers' Learning of Multiculturalism in a Teacher Education Program
Degree	Doctor of Philosophy
Department	Elementary and Early Childhood Education, Department of
Advisory Committee	Advisor Name Title Vivian Fueyo Committee Chair Charles Wolfgang Committee Member John Hansen Committee Member Sande Milton Committee Member
Keywords	Preservice Teacher Education Multicultural Education
Date of Defense	2003-10-27
Availability	unrestricted
Abstract This study was designed to investigate preservice teachers’ beliefs and attitudes about teaching culturally and linguistically diverse students. The investigation was designed to analyze the effects on this population of acquiring professional knowledge in a teacher education program and gaining experience in a school with a culturally and linguistically diverse student population. The design selected for this investigation was a cross sectional design. Because the study proposed to investigate the effects of preservice teacher education on teachers beliefs and attitudes about teaching culturally and linguistically diverse learners, comparing groups was necessary to document the changes in beliefs and attitudes. All elementary education preservice teachers who had completed the multicultural strand of their program of study (third semester) and all preservice teachers who had not completed the multicultural strand of their program of study (first semester) were sampled. In order to create a ground for comparison, all first semester and third semester preservice teachers from early childhood education program, which did not require multicultural preparation, were sampled. Data were collected using three instruments: Teacher Multicultural Attitude Survey (TMAS), analysis of three multicultural vignettes, and an open-ended questionnaire with three questions for each participant and a fourth question for the treatment group (third semester elementary education). Data were collected during Fall 2002 semester. Data obtained from the TMAS were analyzed using a one-way analysis of variance to assess the significance of differences between groups. Data obtained from the analysis of three multicultural vignettes and the first and the third questions of the open-ended questionnaire were scored holistically by two outside raters based on the rubric developed by the researcher inductively from a sample of responses. Scores obtained from outside raters were analyzed using a one-way analysis of variance to assess the level of mean differences between sampled groups. The second and fourth questions of the open-ended questionnaire were analyzed qualitatively by the researcher and debriefed by a peer. Analysis of the data obtained from the TMAS indicated that there were no significant differences among the groups sampled. Vignette analysis indicated that there were significant differenced between third semester elementary education preservice teachers and first semester elementary and early childhood education preservice teachers. The analysis of the first and the third questions of the open-ended questionnaire resulted in significant difference between third semester elementary education preservice teachers and all other groups. The qualitative data indicated that third semester elementary education preservice teachers relied more on academic coursework and field experience and less on personal experienced than all other groups in defining multicultural education. The analysis of the fourth questions indicated preservice teachers learning in four main areas: cultural awareness, ESOL, teaching and teaching strategies, and child perspective. In light of the existing literature and the overall picture that study depicted, it was concluded that the multicultural preparation that was combined fieldwork and coursework preservice teachers had received impacted their beliefs and attitudes positively. According to the findings of the study, it was recommended that the issues of equality and social justice be more fully integrated into the curriculum.
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