Programmatic Intentions on P-12 Preservice Teachers’ Perspectives of Diversity and Disability Programmatic Intentions on P-12 Preservice Teachers
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Abstract
Teacher education programs must examine their curriculum and field-based experiences to ensure attention to teaching children who are diverse in language, culture, and abilities. Researchers used surveys to understand ways course and field work may have impacted Preservice Teachers’ (PTs’) perceptions of diversity. PTs reported that the program attended to preparation to teach culturally and linguistically diverse students and had fewer experiences in support of teaching students with physical, learning, or behavioral differences. Findings indicate ways for teacher education programs with social justice commitments to increase equitable and inclusive practices that align with the goal of teaching all students.
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