This book presents evidence of a longitudinal study in teacher preparation utilizing a
threefold multicultural (TFM) model of immersion. It establishes the need for culturally
responsive teachers in classrooms and outlines a proven model that can be employed to prepare
them. Through the TFM model elements pre-service teacher candidates participated in
class-based cohort fieldwork experience and reflective journal writings and discussions.
Evidence was gathered from pre- and post-questionnaires interviews classroom discussions and
journal writings along with the inclusion of student voices. Pre-service teacher attitudes
beliefs and degree of cultural responsiveness changed post-study and candidates became more
effective in the classroom highlighting the effectiveness of the TFM model. This book is an
invaluable resource for universities under- and postgraduate students and teachers across the
globe as it provides a teacher preparation fieldwork model that helps to prepare culturally
responsive teachers for children in any classroom.
