Toward a model of 'civitas' through an ethic of care: A qualitative study of preservice teachers' perceptions about learning to teach diverse populations

Over the years our school systems have struggled to be successful at educating the large numbers of students who are not from the dominant culture. As the percentage of diverse students grows, it becomes increasingly important to sensitize teachers to the importance of culture and how it impacts the teaching and the importance of culture and how it impacts the teaching and learning process. This study examines the influence of an experimental teacher education program designed to address teachers' intercultural competence and sense of teaching efficacy by involving preservice teachers in an extended, cross-cultural, immersion experience in a local African-American community.;The study explores, through in-depth interviews, on-site observation, and case study, the meaning of the experiences of five preservice teachers in a teacher education program that emphasizes "teaching for cultural diversity" (Zeichner et. al., 1996, p. 133). The investigation focuses on each preservice teacher's development of intercultural competency and personal teaching efficacy.;The methods and foundation classes within the program are framed and supported by an "Ethic of Care" philosophy (Liston & Zeichner, 1996, p. 88), a philosophy where motivation is derived from the moral correctness of demonstrating empathy for others. All data collection was based upon actual work in the field (not a laboratory) and on-site observation. The study employs both quantitative and qualitative methods.