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dc.contributor.authorMeeler, Regina Linton
dc.date.accessioned2014-03-04T16:21:43Z
dc.date.available2014-03-04T16:21:43Z
dc.date.issued2008-12
dc.identifier.othermeeler_regina_e_200812_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/meeler_regina_e_200812_phd
dc.identifier.urihttp://hdl.handle.net/10724/25252
dc.description.abstractThe 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.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectTeacher education, Diversity, Professional Development
dc.titleInservice teachers‟ perceptions of diversity and the preparedness of preservice teachers to educate all students
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentElementary and Social Studies Education
dc.description.majorElementary Education
dc.description.advisorKaren Jones
dc.description.advisorPedro Portes
dc.description.advisorStacey Neuharth-Pritchett
dc.description.committeeKaren Jones
dc.description.committeePedro Portes
dc.description.committeeStacey Neuharth-Pritchett


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