Inservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students
Meeler, Regina Linton
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The diversity of the population of elementary school children is increasing. Yet, the teaching force that educates children is relatively homogeneous. Preservice teachers preparation insitutions depend on positive relationships with schools and cooperating teachers to serve as models and mentor for their apprentices. The current study sought to capture perceptions of eight public elementary school teachers and their views on diversity and the professional development of student teachers. Data from interviews indicated that teachers had limited views of self and other and did not perceive themselves as a critical component of the preservice teachers professional development experience. Implications for teacher education are discussed.