초록 열기/닫기 버튼
The purpose of this descriptive/interpretive qualitative case study is to understand a preservice teacher’s practical knowledge about diversity through case-based pedagogy. Data were constantly reduced using Kennedy’s categories for analyzing application of theory to cases flexibility, connectedness, and perceived meaningfulness, together with that of Lundeberg and Fawver perspective-taking. Banks’ dimensions of multicultural education content integration, knowledge construction, prejudice reduction, equity pedagogy, and empowering school culture and social structure were also used as a framework for analysis. The preservice teacher confirms or challenges her knowledge, beliefs, and teaching practice about diversity through case-based pedagogy. She enthusiastically evaluates case-based pedagogy as an interesting, vivid, and productive vehicle for in-depth reflections about diversity and multicultural education.
키워드열기/닫기 버튼
preservice teacher education, diversity, multicultural education, social constructivism, qualitative case study, case-based pedagogy
