Abstract

Preservice educators face daunting challenges throughout their professional development, but no challenge is greater than that of contextualizing their instruction within multicultural environments. Addressing the increasing diversity and ever-changing cultures within student populations is often skimmed over within teacher education curriculums; yet, its importance to the success of preservice teachers cannot be understated. Investigators developed two specific projects which led teacher candidates to innovate and promote inquiry-based learning within their elementary learners. These practical, real-world applications took teacher candidates through the process of effective instruction: assessment, modeling, scaffolding, and evaluation.

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