Title page for ETD etd-32798-221745


Type of Document Dissertation
Author Brand, Brenda Rodges Jr.
Author's Email Address bbrand@vt.edu
URN etd-32798-221745
Title Influence of Pre-service Teachers' Beliefs about Diversity on Science Teaching and Learning
Degree Doctor of Philosophy
Department Teaching and Learning
Advisory Committee
Advisor Name Title
Dr. George E. Glasson Committee Chair
Dr. Gary Downey Committee Member
Dr. Paula Wilder Committee Member
Dr. Susan Magliaro Committee Member
Dr. Thomas Sherman Committee Member
Keywords
  • pre-service teachers
  • diversity
  • multicultural education
  • border crossings
  • and teacher beliefs
Date of Defense 1998-02-13
Availability restricted
Abstract
The influences of the background experiences of five

pre-service Science teachers on their beliefs about diversity

were the focus for this study. These individuals were

followed throughout their teacher preparation program. The

data for this study consisted of interviews, conducted before

and after entering the field. Data also consisted of any

relevant written assignments. The data for this study were

analyzed according to emerging themes, depicting initial

beliefs and any changes in the beliefs occurring over time.

The results of this study were organized into vignettes,

telling each story from before and after the students entered

the program. Three themes emerged from an analysis and

interpretation of the vignettes: (1) Early life experiences

shaped the pre-service teachers’ sense of identity and

influenced their beliefs on diversity, (2) Experiences with

diversity influenced pre-service teachers’ philosophy of

teaching, and (3) Experiences with diversity during the

teacher preparation program challenged or confirmed

pre-service teachers’ preexisting beliefs. The implications

from this study suggest that pre-service teachers need

challenging experiences in diverse classroom settings that

will promote an expansion of their beliefs, enabling them to

cross cultural borders.

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