Diversity experiences for teacher candidates in college theatre education programs.

摘要

The purpose of this study was to identify ways in which NCATE-accredited, liberal arts colleges provide diversity experiences to teacher candidates in theatre education programs. The NCATE rubric for diversity (Professional Standards for the Accreditation of Schools, Colleges, and Departments of Education , 2002) was used as the guide for devising the following research questions to guide data collection: (1) In what ways do theatre teacher education programs implement diversity experiences into their curricula? (2) In what ways do teacher candidates in theatre education programs experience interaction with diverse faculty? (3) In what ways do teacher candidates in theatre education programs experience interaction with diverse peers? (4) In what ways do teacher candidates in theatre education programs experience interaction with diverse P--12 students?; This descriptive study reports information collected from twelve representatives of theatre education programs at NCATE-accredited, liberal arts colleges. Telephone and email interviews gathered responses relative to candidate proficiencies; curriculum and field experiences; diversity in lesson plans; school and classroom climate; learning styles shaped by cultural influence; adaptation of instruction for all students; candidate assessment and feedback on helping all students learn; faculty diversity, teaching research interests, and recruitment; teacher candidate diversity, projects, and recruitment; and diversity in the public schools. Findings are discussed relative to current literature and demographics.; The study concludes that all participating institutions did incorporate experiences and curricula relative to the nature of diverse populations and instruction in helping all students learn. However, the degree to which this was accomplished varied, as did the methods. The majority of responses pertained to the entire body of teacher candidates at the institution, instead of theatre education candidates exclusively. Institutions relied upon candidate field experiences with public school students and faculty to provide interaction with diverse populations and sought ways of supplementing local diversity with experiences abroad, in other parts of the United States, or online. All institutions reported concern with the overall diversity of their faculties and teacher candidates and noted difficulties in recruitment of these populations.