Abstract
The differences in preservice students' self-reported level of multicultural/bilingual competencies were investigated. Their scores were determined by the Teaching Competencies for Bilingual/Multicultural Exceptional Children, (TCBMEC), an instrument developed by Prieto, Rueda, and Rodriguez (1981). The results indicated that participants who received in-class experiences perceived their level of competency to be higher than those who received practicum experiences only or no treatment at all. Furthermore, participants who received practicum experiences or no treatment at all, perceived their level of competency to be lower than those who received in-class treatment with practicum experiences. Finally, there were no statistically significant differences between participants who received in-class treatment with practicum experiences and participants who received only in-class treatment.
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 callMore From: Multiple Voices for Ethnically Diverse Exceptional Learners
Disclaimer: 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.
