Student Teaching Action Plans: A Context for Expanded Inquiry in Multicultural Education

Authors

  • William G. Sparks
  • Karen L. Butt

Abstract

In the 1980''s, through the work of critical theorists, elements of social change were examined through action research. Using the principles of action research, this paper chronicles the development of reflective skills within the context of multicultural education during the student teaching semester. A baseline knowledge level was established as a beginning to the critical thinking and analysis process regarding multicultural issues. Multicultural goals were then established for the 16-week semester. Interaction and Dialogue in which student teachers shared multicultural experiences during two, four hour multicultural workshops followed. During the course of the semester, each student was then asked to document multicultural incidents through log entries. This paper reflects upon the qualitative data documented through critical incident log entries. Data revealed interesting dialogues as student interns became more sensitized to social and cultural differences that existed within their classrooms.

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Published

2000-10-18

Issue

Vol. 57 No. 3 (2000)

Section

Articles

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