In order to achieve the goal of maximizing the academic achievement of all children, teachers must develop a keen understanding of the socio-cultural perspectives of the children they teach. Teacher preparation entities may best address this issue by applying specific strategies and methods to guide pre-service teachers in developing positive intercultural attitudes and beliefs during their professional development.This paper describes a best practice developed for pre-service teachers enrolled in a multicultural education course during their professional development. During the course, students were divided into small, ethnically diverse groups and given a specific assignment designed to help them experience the culture of an ethic group other than their own. Each member of the group developed and hosted an experience that would illustrate specific elements of his or her culture to other members of the small group. These experiences resulted in a positive transformation in attitudes and beliefs among members of the groups. Students formed a bond through these interactive experiences which resulted in a heightened sense of value and appreciation toward members of other cultural or ethnic groups.
|Keywords:||Ethnic Experiences, Social Transformation, Best Practices, Teacher Education Students, Prejudice Reduction|
Associate Professor of Urban Education, College of Public Service, University of Houston, Houston, Texas, USA
Associate Professor, College of Public Service, University of Houston, Houston, Texas, USA
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