Impacting Teacher Candidates' Knowledge, Skills, And Dispositions Regarding Diversity: Faculty Triggers (1)‪.‬

The increasing diversity of students within our educational systems demands improved training within teacher education programs at institutions of higher education (IHE). This is, also, evident through standards of state and national accrediting bodies, through professional organizations guidance, and through demands of consumers of public education. Along with training, assessment of teacher candidate knowledge, skills and dispositions about multicultural/diversity is critical (NCATE, 2002). It can assist institutions of higher education in making programmatic decisions as to diversity issues. It can, also, help provide evidence that the diverse needs of children, youth, and their families within our public school systems will be better met than in times past.