MAIN DIRECTIONS OF REALIZATION OF MULTICULTURALISM IN PROFESSIONAL TRAINING OF TEACHERS IN THE USA AND CANADA
Keywords:
multicultural, polyethnic, environment, USA, Canada, curriculum, education
Abstract
The article raises the problem of the professional training of future educators in the United States and Canada to work in a multicultural educational environment. The works of American and Canadian scholars dealing with issues of ethno-cultural diversity of the educational environment of modern educational institutions and attempts to resolve them from the standpoint of a tolerant attitude to working with multi-ethnic and multicul- tural students are analyzed. The analysis of conceptual and empirical researches of American and Canadian authors, which until now have not been covered in the Ukrainian press, has been done. It is shown that teacher training programs at US and Canadian colleges and universities, the curriculum and the policy of educational institutions have been revised to focus on the diversity of the ethnic composition of students and teachers, and reflect the main requirements of the goals and objectives of multicultural education.
References
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2. Якса Н. Поликультурное образование : европейское измерение – Проблемы современного педагогического образования. Серия «Педагогика и психология». – Сб. статей: – Ялта : Редакционно-издательский отдел Крымского гуманитарного университета, 2015. – Вып. 46. – Ч. 2. – С. 354– 361.
3. Allen, W. G. Black students in U.S. higher education : Toward improved access, adjustment, and achievement. Urban Review. – 1988. – № 20. – P. 165–188.
4. Altbach, P.G., & Lomotey, K. The racial crisis in American higher education. Albany : State University of New York Press, 1991. – 178 p.
5. Avery, P., & Walker, C. Prospective teachers’ perceptions of ethnic and gender differences in academic achievement. Journal of Teacher Education. –l993. –
44(l). – P. 27–37.
6. Banks J.A. & C.A.M. Banks. Approaches to multicultural curriculum reform. Multicultural education : Issues and perspectives. Needham Heights, MA : Allyn & Bacon, 2000. – P. 195–214.
7. Banks, J.A. Cultural diversity and education : Foundations, curriculum, and teaching. Boston : Pearson Education, Inc., 2006. – 198 p.
8. Baptiste, H., & Baptiste, M. Competencies toward multiculturalism. Multicultural teacher education: Preparing teacher educators to provide educational equity. Washington, DC : American Association of College for Teacher Education, 1980. – 405 p.
9. Bennet, C.L, Cole, D., & Thomson, J.N. Teacher education in a collaborative multicultural classroom : Implications for critical-mass-minority and all-minority
classes at a predominantly White university/ C.L Bennet (Chair), Project TEAM. Symposium conducted at the
meeting of the American Educational Research Association, Montreal, Canada, 1999. – 506 p.
10. Cochran-Smith, M. & Fries, K. Sticks, stones, and ideology : The discourse of teacher education. Educational Researcher. – 2001. – 30 (8). – P. 3–15.
11. Cochran-Smith, M. Color blindness and basket making are not the answers : Confronting the dilemmas of race, culture, and language diversity in teacher education / American Educational Research Journal. – 1995. – 32 (3). – P. 493–522.
12. Darling-Hammond, L., & Sclan, E.M. Who teaches and why. Handbook of research on teacher education. New York : Simon & Schuster, 1996. – P. 67–101.
13. Fenstermacher, G. Reconsidering the teacher education reform debate: A commentary on Cochran-Smith and Fries. Educational Researcher. – 2003. – 31(6). – P. 20–22.
14. Gay, G. & Howard, T. Multicultural teacher education for the 21st century. Teacher Educator. – 2000. – 36 (l). – P. l–16.
15. Gollnick, D. M., & Chinn, P.C. Multicultural education in a pluralistic society. New Jersey : Merrill Prentice Hall, 2006. – 404 p.
16. Gordon, B. Knowledge construction, competing critical theories, and education. In J. Banks, & C.A.M. Banks. Handbook of research on multicultural education. San Francisco : Jossey-Bass, 2006. – P. 184–202.
17. Grant, С & Secada, W. Preparing teachers for diversity. Handbook of research on multicultural education. Old Tappan, NJ : Macmillan, 1990. – P. 403–422.
18. Graue, E., & Grant, C. Questions, calls, and conversations for researchers in teacher education. Journal of Teacher Education. –2002. – 52 (2).
19. Ladson-Billings, G. & Tate, W.F. Toward a critical race theory of education. Teachers College Record. –1995. – (97). – P. 47–68.
20. National Commission on Teaching and America’s Future. Doing what matters most: Investing in quality teaching. New York, 1997. – 367 p.
21. Nieto, S. We speak in many tongues : Linguistic diversity and multicultural education. Multicultural education for the twenty-first century. Washington, DC : National Education Association, 2002. – 389 p.
22. Sleeter, C. Culture, difference and power. New York : Teachers College Press, 2001. – 325 p.
23. Toppo, G. Bush to sign education bill, but the debate over required testing goes on. Washington Post. – Jan. 7. – 2001.
24. Villegas, A., & Lucas, T. Educating culturally responsive teachers: A coherent approach. Albany, NY : SUNY Press, 2002. – 222 р.
Published
2017-06-26
Pages
13-20
Section
СЕКЦІЯ 4 ТЕОРІЯ І МЕТОДИКА ПРОФЕСІЙНОЇ ОСВІТИ
