Addressing the discontinuity of students’ and teachers’ diversity: a preliminary study of preservice teachers’ beliefs and perceived skills

Abstract

The authors of the present investigation provide baseline data regarding preservice teachers' beliefs about addressing the needs of students whose backgrounds and abilities differ from their own. These data provide the guidance for subsequent in-depth longitudinal investigations about the ways in which preservice teachers' beliefs inform their classroom behaviors toward the aforementioned students, as well as suggestions for teacher educators about program improvements.