| dc.contributor.author | Chang, Shih-pei | |
| dc.contributor.author | Anagnostopoulos, Dorothea | |
| dc.contributor.author | Omae, Hilda | |
| dc.date.accessioned | 2020-12-04T12:49:14Z | |
| dc.date.available | 2020-12-04T12:49:14Z | |
| dc.date.issued | 2011 | |
| dc.identifier.uri | http://repository.must.ac.ke/handle/123456789/206 | |
| dc.description.abstract | Multicultural service learning (MSL) seeks to develop pre-service teachers’ capacities and commitment to teach diverse student populations. We use multiple regression analyses of survey data collected from 212 pre-service teachers engaged in 22 MSL sites to assess the effects of pre-service teachers’ social identities, MSL contexts, and university pedagogy on pre-service teachers’ awareness of cultural bias, understanding of social inequality, and commitment to teaching diverse students. We find that pedagogical engagement positively contributes to all three outcomes. Pre-service teacher’s social identities and MSL contextual factors, however, have variable effects. We explore the pedagogical and research implications of this multidimensionality. | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | Elsevier | en_US |
| dc.subject | Multicultural Service Learning | en_US |
| dc.subject | Pre-service Teachers | en_US |
| dc.subject | Diversity Urban Schools | en_US |
| dc.title | The Multidimensionality of Multicultural Service Learning: The Variable Effects of Social Identity, Context and Pedagogy on Pre-service Teachers’ Learning | en_US |
| dc.type | Article | en_US |
