The effects of a professional development institute on preservice teachers' perceptions of their intercultural knowledge and sensitivity

Abstract

Abstract The growing demographic disparity between the teaching corps and the general student population necessitates new formats and strategies in the preparation of preservice teachers. The effects of several strategies to promote critical self‐reflection on preservice teachers' attitudes toward and knowledge about the diversity presented by their students are examined in this report. Some 18 preservice teachers (13 elementary and 5 secondary; 2 Latinos and 16 European Americans) completed a questionnaire before and immediately following an intensive four‐week institute on linguistically and culturally diverse learners. The questionnaire examined preservice teachers' perceptions regarding both their attitudes toward and knowledge about teaching students who presented ethnic, linguistic, and class differences. Significant differences in the pre‐ and post‐questionnaire responses were noted in interns confidence in their preparedness to incorporate a multicultural approach to instruction and also in their ability to recognize the characteristics and learning needs of Limited English Proficient students.