Evaluating Canadian pre-service educator programs in response to changing diversity and inclusion needs
Early career educators (ECE) report feeling under-prepared to teach a classroom of diverse learners. In turn, students experience negative academic and social outcomes across their intersectional identities. Thus, a gap exists within teacher education (pre-service educator) programs and their abilit...
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| Format: | Article |
| Language: | English |
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Elsevier
2024-06-01
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| Series: | International Journal of Educational Research Open |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2666374024000086 |
| _version_ | 1797300293504860160 |
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| author | Enoch Leung Julia Adams-Whittaker Kristen Sha Tara Flanagan |
| author_facet | Enoch Leung Julia Adams-Whittaker Kristen Sha Tara Flanagan |
| author_sort | Enoch Leung |
| collection | DOAJ |
| description | Early career educators (ECE) report feeling under-prepared to teach a classroom of diverse learners. In turn, students experience negative academic and social outcomes across their intersectional identities. Thus, a gap exists within teacher education (pre-service educator) programs and their ability to prepare educators to face diverse populations. Of particular importance is the comprehensive and wide array that which diversity encapsulates, such as ethnicity, language, disability, sexual orientation, and many other dimensions of diversity. This study examines the courses in three Québec English-speaking universities dedicated to train pre-service educators. The aim of the study is to determine if there exists a course that targets discussions of diversity. Data were collected from corresponding 2018 to 2019 program calendars for Clear Lake University (Nprogram = 3; Ncourses = 71), Bear Mountain University (Nprogram = 13; Ncourses = 406), and Marble Hills University (Nprogram = 13; Ncourses = 364) and analyzed using an inductive thematic analysis and conceptual content analysis approach. Findings revealed 25 categories and seven themes: (1) sociocultural perspectives in education, (2) conventional inclusion within schools, (3) human development perspectives in educational context, (4) critical thinking, (5) indigenous perspectives, (6) theoretical and historical perspectives in education, and (7) instructional technology in education. Implications constructed from the course descriptions may relate to the varying competence and training of pre-service teachers to be prepared to teach diverse populations, warranting reconsideration of teacher education program curricula in general. |
| first_indexed | 2024-03-07T23:05:10Z |
| format | Article |
| id | doaj.art-74b356de1e9d4dbb82f119f5fd08d893 |
| institution | Directory Open Access Journal |
| issn | 2666-3740 |
| language | English |
| last_indexed | 2024-03-07T23:05:10Z |
| publishDate | 2024-06-01 |
| publisher | Elsevier |
| record_format | Article |
| series | International Journal of Educational Research Open |
| spelling | doaj.art-74b356de1e9d4dbb82f119f5fd08d8932024-02-22T04:53:33ZengElsevierInternational Journal of Educational Research Open2666-37402024-06-016100326Evaluating Canadian pre-service educator programs in response to changing diversity and inclusion needsEnoch Leung0Julia Adams-Whittaker1Kristen Sha2Tara Flanagan3Faculty of Education, Department of Educational and Counseling Psychology, McGill University, Canada; Corresponding author.Faculty of Education, Department of Educational and Counseling Psychology, McGill University, CanadaFaculty of Education, Field of School and Applied Child Psychology, Western University, CanadaFaculty of Education, Department of Educational and Counseling Psychology, McGill University, CanadaEarly career educators (ECE) report feeling under-prepared to teach a classroom of diverse learners. In turn, students experience negative academic and social outcomes across their intersectional identities. Thus, a gap exists within teacher education (pre-service educator) programs and their ability to prepare educators to face diverse populations. Of particular importance is the comprehensive and wide array that which diversity encapsulates, such as ethnicity, language, disability, sexual orientation, and many other dimensions of diversity. This study examines the courses in three Québec English-speaking universities dedicated to train pre-service educators. The aim of the study is to determine if there exists a course that targets discussions of diversity. Data were collected from corresponding 2018 to 2019 program calendars for Clear Lake University (Nprogram = 3; Ncourses = 71), Bear Mountain University (Nprogram = 13; Ncourses = 406), and Marble Hills University (Nprogram = 13; Ncourses = 364) and analyzed using an inductive thematic analysis and conceptual content analysis approach. Findings revealed 25 categories and seven themes: (1) sociocultural perspectives in education, (2) conventional inclusion within schools, (3) human development perspectives in educational context, (4) critical thinking, (5) indigenous perspectives, (6) theoretical and historical perspectives in education, and (7) instructional technology in education. Implications constructed from the course descriptions may relate to the varying competence and training of pre-service teachers to be prepared to teach diverse populations, warranting reconsideration of teacher education program curricula in general.http://www.sciencedirect.com/science/article/pii/S2666374024000086Teacher educationInclusionCurriculumDiversityPre-service teachers |
| spellingShingle | Enoch Leung Julia Adams-Whittaker Kristen Sha Tara Flanagan Evaluating Canadian pre-service educator programs in response to changing diversity and inclusion needs International Journal of Educational Research Open Teacher education Inclusion Curriculum Diversity Pre-service teachers |
| title | Evaluating Canadian pre-service educator programs in response to changing diversity and inclusion needs |
| title_full | Evaluating Canadian pre-service educator programs in response to changing diversity and inclusion needs |
| title_fullStr | Evaluating Canadian pre-service educator programs in response to changing diversity and inclusion needs |
| title_full_unstemmed | Evaluating Canadian pre-service educator programs in response to changing diversity and inclusion needs |
| title_short | Evaluating Canadian pre-service educator programs in response to changing diversity and inclusion needs |
| title_sort | evaluating canadian pre service educator programs in response to changing diversity and inclusion needs |
| topic | Teacher education Inclusion Curriculum Diversity Pre-service teachers |
| url | http://www.sciencedirect.com/science/article/pii/S2666374024000086 |
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