Pre-Service Teachers Perceptions and Practices of Multicultural Education: Multicultural Literature & Equitable Teaching Practices

Abstract

In this qualitative case study, researchers investigated the perceptions and practices of three focal early experience elementary pre-service teachers in relation to equitable teaching practices and multicultural literature. More specifically, researchers unpacked the participants’ planning, implementation, and reflection of each within their three lesson plans over the course of a semester. The three focal participants represented a growth in understanding in relation to the two main topics-- multicultural literature, and equitable teaching practices. The three focal participants represent a learning progression of emergent proficiency, developing proficiency, and proficiency with one focal participant representing each level of performance. The focal participants did not fall in the same performance level for both equitable teaching practices and multicultural literature. Implications for practice will be discussed.