In today’s global society, the preservice teacher needs preparation in dealing with a classroom that is socioeconomically, culturally, religiously and ethnically diverse. All these groups have distinct beliefs. thus effective teaching involves selecting sensitive strategies that ensure all students are accorded an opportunity of academic success and individual development. Any preservice preparation program should adequately prepare teachers on how to deal successfully with the challenges that might arise when teaching a diverse student population. If a teacher ignores the distinct beliefs and values of the students, they might end up discouraging the student from participating in the classroom, limiting their academic growth.
Teachers must be prepared in dealing with the rapid technology development in delivering the curriculum. Schools are embracing the use the Internet, videos and other multimedia technology as instructional tools in the classroom setups. Most public schools are enhancing computer literacy by encouraging students to use technology in constructing information under the instruction and guidance of the teachers. Any preservice preparation program must enlighten teachers on how technology can be used in making teaching more effective and successful.
Course work is integral, as it lays the foundation of teaching because teachers must comprehensively know all the content knowledge that they will impart to the students. Apart from the course work, the preservice teacher should also engage in other activities such as reading professional journals, attending conferences, engaging in community activities and undertaking research to increase their knowledge.
Content knowledge and minimum field experience might not prepare the teacher fully in dealing with a diverse classroom. Preservice preparation should incorporate other skills such as classroom management skills, teaching and diversity sensitivity strategies. The program should also incorporate varied field experience so that the teacher can acquire hands on experience of how to deal with problems that arise in the classroom from experienced teachers. During this field experience the teacher is placed under an experienced teacher, where he takes on small responsibilities at a time until he eventually takes over the classroom.