Abstract
Teacher preparation typically follows one of three paths, including a professional development school (PDS) model developed by university and P–12 school faculty. Regardless of the program model, it is a research interest to determine the extent to which courses and field experience can prompt preservice teachers to advocate for the elimination of societal inequities and deliver effective inclusive instruction that informs and empowers all students. This article reports on a study of the elements of curriculum and pedagogy identified by preservice teachers as affecting their knowledge and ability to provide effective instruction in multicultural, multilingual, and inclusive classrooms. Preservice teachers found value in (a) guided exposure to “real-world” cross-cultural interactions in PDSs, (b) observations of theory-practice applications in course work and PDSs, and (c) observations of and interactions with the clinical teacher.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
