{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/20894"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/20894","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Preservice teacher training: A multicultural field-based approach","abstract":"A Field-Based Preservice Teacher Training Program for Positive Multicultural Orientations Model was created which provided ten preservice teacher study participants with a variety of beneficial multicultural experiences. The majority of the study participants were White--consistent with the current trends in teacher enrollment. The field-based experiences and related treatments which included an after school tutoring program, a film, home and community visits, discussions, and interviews were instrumental in the preservice teacher study participants' multicultural awakening and reflective growth processes. An unexpected though significant development emerged within this teacher training model--the researcher as guide and mentor to the preservice teachers. The primary elements that seemed to give this model its effectiveness and relevance were the multicultural field-based experiences coupled with discussions and the effect of the researcher. The study process allowed each of the study participants to gain insight into the teaching approaches, methods and tools which could be used in culturally diverse settings. This model also helped to raise the participants' consciousness and awareness to the kinds of needs and issues that would be involved in teaching children from culturally diverse backgrounds.","abstract_html":"A Field-Based Preservice Teacher Training Program for Positive Multicultural Orientations Model was created which provided ten preservice teacher study participants with a variety of beneficial multicultural experiences. The majority of the study participants were White--consistent with the current trends in teacher enrollment. The field-based experiences and related treatments which included an after school tutoring program, a film, home and community visits, discussions, and interviews were instrumental in the preservice teacher study participants' multicultural awakening and reflective growth processes. An unexpected though significant development emerged within this teacher training model--the researcher as guide and mentor to the preservice teachers. The primary elements that seemed to give this model its effectiveness and relevance were the multicultural field-based experiences coupled with discussions and the effect of the researcher. The study process allowed each of the study participants to gain insight into the teaching approaches, methods and tools which could be used in culturally diverse settings. 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