International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Multiculturalism & Diversity
Page 10/24
235 items
91
In this article, the author argues that a socially just and effective citizenship education means including and understanding the historical and political contexts of Indigenous Americans. The author also maintains that schools and teachers have the responsibility for students' exposure to and understanding of the complexity of the United States', politically based past and present relationship with and responsibility to tribal nations and their citizens is exposed.
Published: 2010
Updated: Jan. 25, 2012
92
This study examined the perspectives of preK-12 teachers from five nations. These teachers share their attitudes regarding the concepts of culture and citizenship and the intersections of those concepts. The authors gathered data on the perspectives expressed in online discussions among 125 in-service teachers enrolled in master's degree programs in Brazil, Colombia, Ecuador, Paraguay, and the United States.
Published: 2010
Updated: Jan. 10, 2012
93
In this article, the authors consider the difficulties that a group of internationally educated female teachers encountered in the process of seeking certification in the Canadian Maritimes.
Published: 2011
Updated: Dec. 29, 2011
94
This article presents a research undertaken during a study visit to The Gambia. The authors argue that study visits to The Gambia and other developing countries have the potential to enable transformative learning. This kind of experience is thought to be of considerable potential benefit to beginning teachers.
Published: 2011
Updated: Dec. 20, 2011
95
This study explored how teachers of the integrated bilingual Palestinian–Jewish schools in Israel construct their school culture in relation to various outside pressures in their attempt to achieve educational change. It was found that the teachers perceive themselves as primarily pedagogical experts with a shared vision based on multiculturalism and coexistence. Furthermore, it was found that teachers' inside and outside positioning results in perceived conflicts.
Published: 2011
Updated: Dec. 06, 2011
96
The current study is concerned with the recruitment of secondary teachers in Malawi. Trainee teachers’ dispositions are central to recruitment and retention within the teaching profession. The study shows that trainee teachers held a range of images about teaching: its ability to enhance knowledge; low pay with no incentives, low status profession, and lack of trust of male trainee teachers.
Published: 2011
Updated: Dec. 06, 2011
97
This article describes a study which explored the experiences of four Korean heritage language teachers in the United States. Specifically, the study focuses on challenges they face and the resources they draw upon for their teaching. The authors situate their work within the conceptual framework of teacher lore, which promotes teacher reflection and helps increase the visibility of minority teachers.
Published: 2011
Updated: Nov. 30, 2011
98
The goal of the current study was to probe into the influences of task autonomy, organizational learning, and group cohesiveness on innovation of professional development by technical education teachers, and their relationships. The authors conducted a questionnaire survey on full-time teachers of 14 Taiwanese technical educational junior colleges.
Published: 2011
Updated: Nov. 21, 2011
99
This article looks at teachers’ perceptions of difficulties and emotions about a recent policy initiative in the Greek-Cypriot educational system to promote peaceful coexistence. The findings indicate that most Greek-Cypriot teachers recognized the importance of cultivating peaceful coexistence in schools. However, the survey also documented a significant lack of readiness and willingness to implement the new objective, coupled with doubts regarding its feasibility.
Published: 2011
Updated: Nov. 17, 2011
100
This study was designed to investigate what participants learnt about themselves, others and cultural perspectives when they told and listened to one another’s personal stories. The participants were secondary school students in the lower North Island of New Zealand. The author concludes that it appears that this approach to sharing personal stories offered sensitivity to students’ backgrounds, experiences and differences, privileged student voice, and affirmed respect for individual lived experiences.
Published: 2011
Updated: Nov. 03, 2011