A Mixed Methods Inquiry into the Multicultural Efficacy of Preservice and Beginning Teachers

Abstract

Within the context of increased cultural and linguistic diversity presently underway in our nation's schools, it is imperative that preservice teachers are effectively trained to meet these diverse school environments. Current teacher employment trends suggest that most new teachers will have life experiences different from the students in their classrooms. Such a cultural mismatch between teachers and their students is problematic given the range of diversity present in today's classrooms. The training of novice teachers and their beliefs in their abilities to be successful in multicultural education are important in the preparation of effective teachers toward meeting these changing school demographics. This mixed-methods research study examined preservice and beginning teachers multicultural efficacy before, during, and after exposure to a stand-alone multicultural education course as part of a teacher preparation program. Study participants include preservice, student and beginning teachers from within the same Midwestern university teacher preparation program. The purpose of this study was twofold: (1) to examine preservice and beginning teachers attitudes, beliefs, and values underscoring their confidence in their abilities to implement multicultural educational practices, and (2) to examine the impact of a multicultural course in preparing preservice teachers for diverse classrooms. The findings from this study suggest that a single, stand-alone course on multicultural education has intermittent effect on the multicultural efficacy of preservice teachers as they advance through a teacher preparation program into the early years of professional service. Conclusions drawn from this study has implications for teacher educators who design multicultural education course work toward preparing effective and competent teachers for culturally pluralistic classrooms