The purpose of this study was to assess the diversity-related professional development needs of pre-service teachers in our college. According to a report released in 2017 by the National Center for Educational Statistics (NCES), minorities accounted for 20 per cent of all public elementary and secondary school teachers in the United States during the 2015-2016 school year. The same report noted that 51 per cent of all public elementary and secondary school students in the USA were nonwhite during the same school year. Schools will continue to become increasingly more diverse as it relates to the student population. Students of color are expected to make up 56 per cent of the student population by 2024 (Digest of Education Statistics, 2013). With the changing demographics of US schools, pre-service teachers must be prepared to teach, interact and support students and families whose cultures, beliefs and lifestyles may differ from their own. Cultural competence is having an awareness of one’s own cultural identity perceptions and views about difference, and the ability to learn and build on the varying cultural and community norms of students and their families (Munoz and Graybill, 2015). The mere presence of diverse communities on college campuses is not sufficient in promoting positive educational outcomes related to diversity (Museus, 2008).,Qualitative survey research was used to assess diversity related professional development needs of pre-service teachers. Students were asked an open-ended question: ‘Please list topics of diversity training that should be offered to students in the college’ After the question, a text box was provided to allow respondents to provide a unique answer. This approach, as opposed to providing a list of predetermined responses to select from gave respondents the freedom to say exactly what they felt should be offered.,After analyzing the 163 open-ended responses provided by students six themes emerged. The themes were offering diversity-related professional development in the areas of disability/mental illness, cultural competence/awareness, LGBTQAI+/gender, facilitating conversations about diversity, discrimination and race/ethnicity.,The sample came from one university; therefore, the results may not be generalizable to other predominantly white universities. Future research should collect data at other universities or the schools within the university system to determine the needs for other campuses. The results of such a study will always be limited in scope but they do describe the needs at the targeted University. The response rate was low, 24 per cent. The reasons for the low response rate are unclear. Other survey techniques, such as mail surveys or face-to-face meetings, may be more successful in obtaining a higher response rate.,Teacher preparation programs should assess students’ perceptions, knowledge and experiences as it relates to diversity, and survey pre-service teachers to determine gaps in the diversity training currently being offered. Diversity training must be intentional to prepare pre-service teachers to meet the demands of the diverse classroom.,Future research should aim to assess pre-service teachers’ beliefs about diversity throughout the entirety of teacher preparation programs by assessing pre-service teachers in multiple classes and participants who attend independent diversity training opportunities. To address the rapid increase in cultural and ethnic diversity in education worldwide, pre-service programs should target and challenge pre-service teachers’ beliefs to assure equitable education to diverse students.,The paper that has been submitted is an original research that was conducted by the first author. The first and second authors used manual coding for data analysis.

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评估职前教师与多样性相关的专业发展需求

这项研究的目的是评估我们学院岗前教师与多元化相关的专业发展需求。根据国家教育统计中心（NCES）2017年发布的报告，在2015-2016学年期间，少数民族占美国所有公立中小学教师的20％。同一份报告指出，在同一学年中，美国所有公立中小学学生中有51％是非白人。随着学生人数的增加，学校将继续变得越来越多样化。到2024年，有色学生预计将占学生总数的56％（《教育统计摘要》，2013年）。随着美国学校人口结构的变化，职前教师必须准备好进行教学，与学生和家庭互动，并为其文化，信仰和生活方式可能与自己不同的家庭提供支持。文化能力正在意识到自己的文化身份观念和对差异的看法，并具有学习和建立学生及其家庭不断变化的文化和社区规范的能力（Munoz和Graybill，2015年）。大学校园中仅存在多样性社区不足以促进与多样性相关的积极教育成果（Museus，2008）。定性调查研究用于评估职前教师与多样性相关的专业发展需求。向学生询问了一个开放式问题：“请列出应向大学学生提供的多样性培训的主题”。问题之后，提供了一个文本框，使受访者可以提供唯一的答案。与提供预定答案列表以供选择的方法相反，此方法使受访者可以自由地说出他们应该提供的确切感受。在分析了学生提供的163个开放式答案之后，出现了六个主题。这些主题在残疾/精神疾病，文化能力/意识，LGBTQAI + /性别等领域提供了与多样性相关的专业发展，促进了关于多样性，歧视和种族/民族的对话。因此，结果可能无法推广到其他以白人为主的大学。未来的研究应收集其他大学或大学系统内学校的数据，以确定对其他校园的需求。此类研究的结果将始终受到范围的限制，但它们确实描述了目标大学的需求。答复率很低，为24％。响应率低的原因尚不清楚。其他调查技术，例如邮件调查或面对面的会议，可能会更成功地获得更高的答复率。教师准备计划应评估学生对多样性的看法，知识和经验，并进行调查。服务老师确定当前提供的多样性培训方面的差距。必须有意识地进行多样性培训，以准备岗前教师以满足多样化教室的需求。未来的研究应旨在通过评估多个班级的岗前教师和参加独立多样性培训机会的参与者，来评估岗前教师在整个师资培养计划中对多样性的信念。为了应对世界范围内教育中文化和种族多样性迅速增长的问题，学前教育计划应针对并挑战学前教师的信念，以确保对多样化学生的平等教育。，已提交的论文是进行的原始研究。由第一作者。第一和第二作者使用手动编码进行数据分析。职前课程应针对和挑战职前教师的信念，以确保对不同学生的平等教育。，已提交的论文是第一作者进行的原创研究。第一和第二作者使用手动编码进行数据分析。职前课程应针对和挑战职前教师的信念，以确保对不同学生的平等教育。，已提交的论文是第一作者进行的原创研究。第一和第二作者使用手动编码进行数据分析。