Developing the Ethical-Multicultural Classroom Tenets of Future Teachers: A Social-Cognitive Instructional Model
Abstract
The author introduces a social-cognitive instructional model that influences the process by which monocultured teacher education students develop multicultural values and teaching strategies. The four-phase approach consists of self-examination, cross-cultural inquiry, ethical reflection, and multicultural classroom strategies. The model encourages students to examine their beliefs and perceptions about themselves as individual cultural group members; their perceptions relating to the culture, ethnicity, and socioeconomic status of other cultural groups; how their worldview influences their behavior toward divergent cultures; the effect of their attitudes and behaviors on the students they will teach; and the strategies that promote and reinforce ethical-multicultural decision-making canons.
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