Teacher belief regarding multi-cultural and anti-bias education are a major factor in the formation of children's attitudes toward diversity. Teachers' beliefs and practices are formed through different personal experiences and affected by situational variables (Gayle-Evans, 1992; Lott, 1985; Huberm...
Teacher belief regarding multi-cultural and anti-bias education are a major factor in the formation of children's attitudes toward diversity. Teachers' beliefs and practices are formed through different personal experiences and affected by situational variables (Gayle-Evans, 1992; Lott, 1985; Huberman, 1989). Therefore, in this study, several needs were addressed, which were as follows:
1. the recognition of the impact of early childhood teachers' beliefs and practices regarding anti-bias education on young children's attitudes toward diverse culture;
2. the need to learn if patterns exist between teachers' beliefs and practices regarding anti-bias education;
3. interest in research-based early childhood teacher training programs in anti-bias education.
This study examined early childhood teachers' beliefs and practices regarding multi-cultural and anti-bias education.
Specifically, the purposes of this investigation were;
1) to investigate early childhood teachers' beliefs regarding anti-bias education;
2) to investigate early childhood teachers' practices;
3) to investigate classroom environment regarding anti-bias education; and
4) to investigate patterns existing between early childhood teachers beliefs and their classroom practices regarding multi-cultural and anti-bias education.
Subjects were 305 early childhood teachers working in kindergarten in Busan. The Survey questionnaire were used to collect data about teachers' beliefs and practices regarding anti-bias education.
Instruments used for teachers' beliefs and practices regarding anti-bias education was 33 Likert-type items on the Rivised AMCAS and classroom environment setting. (Samuel,1994; Jae-kyung You, 2000)
Univariate statistics (means. standard deviation, and frequencies), factor analysis, t-tests, ANOVA, Chronbach's alpha, correlation were used to examine the research questions. Analyses showed the following.
(1) Early childhood teachers in the sample had high levels of beliefs regarding anti-bias education.
(2) Early childhood teachers in the sample implemented anti-bias education somewhat into their teaching.
(3) Early childhood teachers in the sample implemented classroom somewhat their environment, too.
(4) There were patterns among the teachers' beliefs, their teaching practices, and their classroom environments in regard to anti-bias education.
This study explored the relationships between teacher's belief and their practices regarding anti-bias education. Teachers with higher beliefs had a tendency to have better teaching practices and classroom environment implementation regarding anti-bias education than those with lower beliefs. Therefore, the researcher suggests that program developers and educators in this area of early childhood education need to provide constructive programs for teacher education regarding anti-bias education.
Teacher belief regarding multi-cultural and anti-bias education are a major factor in the formation of children's attitudes toward diversity. Teachers' beliefs and practices are formed through different personal experiences and affected by situational variables (Gayle-Evans, 1992; Lott, 1985; Huberman, 1989). Therefore, in this study, several needs were addressed, which were as follows:
1. the recognition of the impact of early childhood teachers' beliefs and practices regarding anti-bias education on young children's attitudes toward diverse culture;
2. the need to learn if patterns exist between teachers' beliefs and practices regarding anti-bias education;
3. interest in research-based early childhood teacher training programs in anti-bias education.
This study examined early childhood teachers' beliefs and practices regarding multi-cultural and anti-bias education.
Specifically, the purposes of this investigation were;
1) to investigate early childhood teachers' beliefs regarding anti-bias education;
2) to investigate early childhood teachers' practices;
3) to investigate classroom environment regarding anti-bias education; and
4) to investigate patterns existing between early childhood teachers beliefs and their classroom practices regarding multi-cultural and anti-bias education.
Subjects were 305 early childhood teachers working in kindergarten in Busan. The Survey questionnaire were used to collect data about teachers' beliefs and practices regarding anti-bias education.
Instruments used for teachers' beliefs and practices regarding anti-bias education was 33 Likert-type items on the Rivised AMCAS and classroom environment setting. (Samuel,1994; Jae-kyung You, 2000)
Univariate statistics (means. standard deviation, and frequencies), factor analysis, t-tests, ANOVA, Chronbach's alpha, correlation were used to examine the research questions. Analyses showed the following.
(1) Early childhood teachers in the sample had high levels of beliefs regarding anti-bias education.
(2) Early childhood teachers in the sample implemented anti-bias education somewhat into their teaching.
(3) Early childhood teachers in the sample implemented classroom somewhat their environment, too.
(4) There were patterns among the teachers' beliefs, their teaching practices, and their classroom environments in regard to anti-bias education.
This study explored the relationships between teacher's belief and their practices regarding anti-bias education. Teachers with higher beliefs had a tendency to have better teaching practices and classroom environment implementation regarding anti-bias education than those with lower beliefs. Therefore, the researcher suggests that program developers and educators in this area of early childhood education need to provide constructive programs for teacher education regarding anti-bias education.
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