Preparing Teacher Candidates for Diverse Learners
Are We Doing Enough?
Research on the academic achievement of K-12 students indicates that diverse students and students with exceptionalities face barriers to a quality education (Ladson-Billings, 2006). Responsibility falls to teacher preparation programs to ensure teacher candidates are prepared to engage diverse learners. We examine the literature regarding culturally responsive practices and teacher-efficacy in implementation. We further consider how a teacher preparation program assesses candidates’ ability to design instructional environments for diverse learners.
Copyright (c) 2019 Melissa Anne Spence, Tymika Wesley
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).