期刊名称：The Journal of Special Education Apprenticeship
印刷版ISSN：2167-3454
出版年度：2020
卷号：9
期号：2
页码：5-22
出版社：California State University, San Bernardino
摘要：As public school student demographics continue to diversify, the employment of multicultural education pedagogy in special education becomes ever more critical. Multicultural education pedagogy supports the placement of special education pre-service teachers (SEPSTs) in culturally and linguistically diverse (CLD) field placements; yet scholars warn field placements have the potential to reinforce deficit-centered perceptions. Therefore, this pilot study sought to examine SEPSTs perceptions of students who are CLD and their educational needs in response to placement in CLD field experience through interviews with three SEPSTs in one teacher preparation program (TPP). Findings align with previous work in the field, underscoring the importance of critical reflection and the alignment of multicultural content in required coursework. Future research and implications for teacher preparation are also discussed.
关键词：multicultural education; cultural and linguistic diversity; field experiences; teacher preparation
