PREPARING PRESERVICE TEACHERS IN A DIVERSE WORLD

This study was designed to develop more effective ways to address culture and cultural differences in the preparation of preservice teachers. Its purpose was to provide a more adequate preparation for working in high-need schools by assisting educators in the development of “habits of mind ” that incorporate an understanding and valuing of students ’ cultures and a recognition of the need to consider those cultures in teaching practices. This paper reports data from the second year of a five-year study that examined the experience of six preservice teachers. The data indicate that using ethnography as an observational tool helps preservice teachers become more aware of cultural differences. The teaching force in the United States is becoming increasing White during a time when the student population is becoming increasingly diverse. The percentage of preservice teachers of diverse races ranges from 7 % to 68 % per state while the national percentage of White teachers remains over 90 % (Hodgkinson, 2002). Because of the disparities between the backgrounds of teachers and those of students, multicultural education in schools is essential because the “classroom is a meeting ground of cultures where the worlds of the students meet the worldvie