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Measuring the Multicultural Dispositions of Preservice Teachers

机译:衡量保护教师的多元文化性格

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Claims abound in the research literature regarding multicultural teacher dispositions, including how to foster them in teacher preparation programs. However, measures of multicultural dispositions of teachers that (a) capture the range of conceptually rich constructs and (b) demonstrate strong psychometric properties are not represented in the literature. In this article, we discuss the iterative development and psychometric properties of the Multicultural Teacher Dispositions Scale (MTDS), a survey of 15 items designed to assess three dispositions/factors: Meekness, Social Awareness, and Advocacy. We analyze responses from 372 preservice teachers in three samples and analytic phases, and discuss factor and item analytic results from the final phase. Results demonstrate strong support for Meekness, though moderate support for Social Awareness and Advocacy. We discuss limitations, implications for measure refinement, and eventual use for research and practice improvement.
机译:关于多元文化教师处置的研究文献中的索赔,包括如何在教师准备计划中培养它们。 然而,(a)捕获概念性富有的构建体和(b)范围的教师的多元文化处置措施证明了文献中的强烈的心理测量性质。 在本文中,我们讨论了多元文化教师处置量表(MTDS)的迭代开发和心理测量属性,这是一个旨在评估三个性格/因素的15项的调查:温柔,社会意识和宣传。 我们分析了三个样本和分析阶段的372个保留教师的回复,并讨论了最终阶段的因素和项目分析结果。 结果表明,对温柔的支持,尽管对社会意识和宣传的适度支持。 我们讨论局限性,对措施改进的影响,以及最终用于研究和实践改进。

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