Integrating Katz and Chard's Project Approach with Multicultural Education in the University Classroom

Source: Journal of Early Childhood Teacher Education, Volume 28, Issue 3 July 2007, pages 219 - 232

It is difficult for teacher candidates (university preservice teachers) to accept and use an innovative teaching method or strategy if they do not have an opportunity to actually engage in using the method or see it modeled in an early childhood classroom.

Teacher candidates used Project Approach to learn about multicultural education. Their own work demonstrated the value of using Project Approach and helped to deepen their belief in the importance of multicultural education and cultural perspectives. In addition, the candidates themselves became engaged learners. They took responsibility for their own learning and demonstrated that teaching and learning for themselves and for children can be meaningful when using constructivist theory.