Effects of Case-Based Learning on Preservice Secondary Teachers’ Multicultural Attitudes: A Mixed Methods Study

Abstract

As our society changes, so must our teacher education practices. In the past decade, the SouthwesternU.S. has been transforming into a majority minority region (U.S. Census Bureau 2005), which must inturn reframe the underpinnings of teacher education in this area of our country. As teacher educators,we have known that many preservice teachers lagged in their preparedness to teach students who areculturally, ethnically, and linguistically different from themselves. Teacher education increasingly isbeing criticized as having inabilities to instruct teacher candidates in ways that produce greater K-12student learning; diversity awareness will be a cornerstone if we can change this infamous trend(AACTE 2003).