Search results for: Cultural competency
Page 1/1 7 items
Examining the Practice of Critical Reflection for Developing Pre-Service Teachers’ Multicultural Competencies: Findings from a Study Abroad Program in Honduras
In this article, the authors examine how critical reflection during a study abroad program to Honduras facilitates pre-service teachers’ multicultural competencies for personal and professional growth. The authors conclude that critical reflection for developing multicultural competencies in teacher education students is necessary if teachers in U.S. American schools are to succeed with teaching diverse students. In addition, participating in well–organized and structured programs such as study abroad infused with opportunities for critical reflection is one way of preparing multicultural teachers. Finally, exposure to diverse cultural knowledge and pedagogical practices enacted in diverse educational settings offers teacher education students opportunities for developing multicultural competencies.
Updated: Sep. 23, 2014
In this paper, the authors describe how teachers, who enrolled in an advanced master's degree program, expanded their understanding of multicultural education through teacher research. The authors address to the following question: In what ways does 'a graduate-level course with a dual emphasis on culture and inquiry through teacher research affect how in-service teachers conceptualize culture in their educational settings? The authors found that when most teachers had the opportunity to consider a broad view of culture and then apply it to their professional contexts, their understandings of teaching and learning in the classroom was enhanced.
Updated: Aug. 28, 2012
The purpose of this study was to combine pre-service teachers' self-reflection with their field experiences to enhance their cultural competency. Therefore, the study adopted Schmidt's ABC's (Autobiography, Biography, and Cross-cultural Comparison) Model in two courses in a pre-service teacher education program.
Updated: Nov. 17, 2009
The article examines the integration of primarily white preservice teachers into educational environments that include students of diverse cultures and races. The paper describes the use of diversity study circles as tools for the development of the culturally conscious preservice teachers.
Updated: Feb. 05, 2008
What is the impact of an international field experience on preservice teachers? A study of 15 American teacher education students who completed a 4-week international practicum included various evaluation methods. With few exceptions, the overall benefits included both professional and personal changes, such as increased confidence, and better appreciation of different cultures.
Updated: Feb. 05, 2008
The article discussed a new approach to multicultural teacher education, after realizing the problems faced by white student teachers. The author illustrates a four step method, or levels of thinking, of her critical literacy approach, namely, description, analysis, vision, and strategy. She uses them to generate reflection in her students that: (1) cycles through the goals of deconstruction and reconstruction; and (2) promotes ongoing critical thinking as the main goal of her multicultural education class. She briefly explains how she uses these four steps to get her students actively to engage with two of multicultural education's key ideas, 'race' and 'whiteness', and, in this way, destabilize their perception of themselves as 'guilty' white people
Updated: Dec. 18, 2007
Cultural competency was studied in this article which examined two major questions: Can a 15-month graduate level intensive alternative licensing program and field experience provide preservice teachers with the knowledge and dispositions to teach in culturally competent ways? Is it possible for a teacher preparation institution, through an alternative education program, to provide culturally competent teachers? The qualitative and quantitative results of the study demonstrated that students do perceive that they have attained the knowledge and the experience to interact appropriately with culturally diverse populations. The article describes the critical need for teachers, and the challenges faced by the mostly white middle-class teachers' population. Those challenges of recruitment, retention and nurturing have led to alternative teacher preparation programs that address the current multicultural and demographically diverse students. The author advocates exploring the influence of experience on practice in classrooms where there is an increasingly diverse student population.
Updated: Dec. 17, 2007