Chicago International Conference on Education 2015

Country: USA

City: Chicago

Abstr. due: 01.10.2014

Dates: 26.05.15 — 27.05.15

Area Of Sciences: Pedagogy;

Organizing comittee e-mail:

Organizers: ICE


The teacher’s role is essential to the overall development of youth.  Thus, the uniformity of training for aspiring teachers is paramount and should reflect foci on culturally responsive pedagogy, development of a mentoring mindset, and community practica supporting multiculturalism.   To facilitate such development, aspiring teachers should be required to take courses pertaining to culturally responsive teaching, as well as commence their student-teaching within a community that is different than theirs.  Aspiring teachers should be required to study the psycho-social experiences, both historical and present of diverse communities.  Community differential is along the scope of socioeconomic status, ethnic & racial groups, mental or physical disability status, and/or religious orientation.  These types of experiential learning opportunities are necessary to enhance a multicultural mindset; positioning aspiring teachers to better connect with the postulated increase of diverse student populations. Aspiring teachers should have mentors, but also use experiential opportunity for developing a model of mentorship for their future students.  Educators are more effective when demonstrating a concern not only for student academic achievement within classrooms, but a concern regarding student overall well being.  Thus, educators have to be willing to answer possible questions that may pertain to student interests outside of the scope of the classroom, tap into student extra-curricular activities, and current & future career aspirations.    There must be deliberate efforts to uniformly prepare aspiring teachers to meet the changing needs of diverse students and communities.  The proposed framework presents the key to enhancing the role and influence of teacher training.

Conference Web-Site: