Search results for: Santoro Ninetta
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This paper presents an analysis of teacher professional standards from five of the most culturally diverse nations in the English-speaking world. The authors examine how culturally and linguistically diverse learners and culturally responsive pedagogy are positioned, and what the standards stipulate teachers should know, and be able to do, in fulfilling their professional obligations. Based on this analysis, the authors conclude that the teacher professional standards do not acknowledge, let alone make explicit, the complex and specific knowledge and skills needed for culturally responsive teaching.
Updated: Jul. 11, 2018
Learning To Be A Culturally Responsive Teacher through International Study Trips: Transformation or Tourism?
This article presents findings from a qualitative study that investigated the experiences of 15 Australian pre-service teachers who attended a short-term study programme in either Korea or India. Three interrelated themes emerged from the interview data: (1) dissonance resulting from physical discomfort; (2) dissonance resulting from culturally different communication styles and expectations about appropriate behaviour and interaction and (3) dissonance resulting from incidents/events that challenged the pre-service teachers’ views of themselves and their own cultures.
Updated: Nov. 25, 2013
In this article, the authors examine the career pathways and work experiences of teacher educators in Australia. The findings reveal that the entry of all the teacher educators into teacher education work was often by accident rather than design. Furthermore, many feel resentful that the teaching and administration work that often requires large amounts of time is not recognised as sufficient for career progression. Finally, the role of a significant mentor was critical for many teacher educators in this study.
Updated: Dec. 30, 2012
The paper draws on data from a small-scale qualitative study conducted in Australia. This study investigated how pre-service teachers engaged with students from culturally diverse backgrounds during practicum. It also explored how they understood their own ethnic identities.
Updated: Apr. 30, 2009
The article describes a study into minority teachers teaching in Australian schools. The qualitative study that consisted of interviews with teachers searched for broad themes and patterns relevant to the project. The author suggests that minority teachers use their cultural knowledge and experiences to develop a deeper understanding of ethnic minority students, and empathize with them through understanding their out-of-school lives from perspectives not available to the dominant cultural majority.
Updated: Mar. 11, 2008