Equity Education: A Longitudinal Study Comparing Multicultural Knowledge and Dispositions of Field-Based and Campus-Based Teacher Candidates

Two groups of teacher candidates, enrolled either in a field-based or campus-based program, were measured before and after their first semester of teacher education courses and again at the end of their student teaching semester. The two groups were compared regarding their knowledge of multicultura...

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Bibliographic Details
Published in:Policy futures in education 2009-08, Vol.7 (4), p.416-422
Main Authors: Thompson, Johnnie, Bakken, Linda, Mau, Wei-Cheng
Format: Article
Language:English
Subjects:
Comparative Analysis
Education Courses
Equal Education
Field Experience Programs
Knowledge Base for Teaching
Knowledge Level
Longitudinal Studies
Multicultural Education
Multivariate Analysis
Preservice Teachers
Self Efficacy
Student Attitudes
Student Teaching
Surveys
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Summary:Two groups of teacher candidates, enrolled either in a field-based or campus-based program, were measured before and after their first semester of teacher education courses and again at the end of their student teaching semester. The two groups were compared regarding their knowledge of multicultural education issues, dispositions towards diverse populations, and their perception of confidence in teaching in diverse classrooms. Multivariate analyses of variance (MANOVAs) with repeated measures indicated that there was a significant increase for both groups in multicultural knowledge after the first semester and that this knowledge was maintained throughout their program. Results also indicated that there was a significant increase in a positive attitude toward multicultural education for both groups after their first semester; however, this positive attitude was not maintained. In terms of perceived confidence in teaching, both groups increased after the first semester, and the field-based group continued to increase until the end of their undergraduate program. The findings suggest that the field-based experience continues to impact students' multicultural knowledge and their perceived self-efficacy.
ISSN:1478-2103
1478-2103
DOI:10.2304/pfie.2009.7.4.416