Effectively Teaching a Single Course in Multicultural Education to Pre-Service Teachers

Brianna Kennedy; Mark Preston S. Lopez

doi:10.20343/teachlearninqu.10.19

Authors

Brianna Kennedy Utrecht University
Mark Preston S. Lopez Mountain Province State Polytechnic College

DOI:

https://doi.org/10.20343/teachlearninqu.10.19

Keywords:

teacher preparation, multicultural education, social justice, practitioner inquiry, teaching in higher education

Abstract

In this practitioner inquiry, instructors in a teacher preparation program at a research-intensive university address their instructional effectiveness and improvement of student learning outcomes in a Single Course in Multicultural Education (SCME). As part of the inquiry, they conducted a comprehensive literature review of SCMEs. They used the literature synthesis to guide the development of a conceptual framework to inform a final course revision that yielded better student learning outcomes. The literature synthesis, conceptual framework, and course revision promoted the instructional focus on developing students’ knowledge and beliefs before addressing their classroom practices.

Author Biographies

Brianna Kennedy, Utrecht University

Brianna L. Kennedy, PhD, is an assistant professor in the Department of Education at Utrecht University. She studies the inclusion and exclusion of students from nondominant social backgrounds with a particular focus on educational policy and classroom teaching. As a former middle school teacher, she prioritizes the bridging of theory, research, and practice, and she investigates and develops appropriate inquiry approaches to do so.

Mark Preston S. Lopez, Mountain Province State Polytechnic College

Mark Preston S. Lopez, PhD, is an assistant professor in the Teacher Education Department at the Mountain Province State Polytechnic College, Philippines. He works with pre-service teachers, teacher educators, and professional teachers in advancing quality teaching and learning with a focus on culturally and linguistically responsive teaching and multilingual education. Having been a teacher educator for 20 years, he continues to promote the implementation of practitioner inquiry among classroom teachers.

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