Search results for: Diversity
Page 1/6 58 items
Exploring elementary teacher self-efficacy and teacher beliefs: are we preparing teachers to teach culturally diverse students?
As student demographics continue to change in countries across the world, questions remain as to how well teacher education programmes are training teachers to teach students who are culturally diverse from their teacher. Preservice teachers (N = 523) from six different teacher education programs across one state in the U.S. completed a teacher self-efficacy scale used to determine their beliefs about teaching culturally diverse students at the end of their training and again after their first year of teaching. Teacher education programme descriptions across six programs suggested programs are provided and it was determined that these varied in their structure and in required coursework. Furthermore, findings revealed statistically significant differences across programs. Generally, preservice teachers rated their capability to teach diverse students as “adequate” to “well” on a five-point Likert scale. Scores dropped after one year of teaching full-time. However, these differences in mean scores as participants moved from the preservice to the inservice stage were not statistically significant. These findings suggest that teacher self-efficacy to teach culturally diverse students remain fairly stable as teachers make this critical transition so the work done at the teacher training stage is critical. Recommendations and implications for teacher education programs are provided.
Updated: Jul. 20, 2021
Student teachers’ beliefs about diversity: analysing the impact of a ‘diversity week’ during Initial Teacher Education
This article reports findings from a week of enrichment placements framed around ‘diversity’ within a secondary Initial Teacher Education (ITE) programme in England. The authors outline the demographics of the county – a largely rural, White county in the East Midlands of England – and describe the challenges this presents for ITE. A mixed-methods approach was used to study student teachers’ (n = 56) beliefs about diversity, generating data through: pre- and post-survey of beliefs and attitudes; student-created reflective videos; journaling; and one pre- and post-diversity week interview. The findings reveal shifts in student teachers’ perceptions about gender, race and sexuality, and these attitudinal shifts were more significant in those attending all week than those attending only the first day. This is particularly interesting because for some topics the only formal input was on the first day, and so the authors argue for the importance of time and space for creative reflection in beginning teachers’ professional development.
Updated: Jun. 23, 2021
Disability and the Meaning of Social Justice in Teacher Education Research: A Precarious Guest at the Table?
Although disability is assumed to be part of the teacher education social justice landscape, its position in the context of social justice is contested and has not been informed by an analysis of the empirical record. To address this gap, the authors examined 25 years of research on social justice in teacher education, focusing on how disability is presented in relationship to other social markers of identity. Disability is only modestly visible within this literature; when included, it is typically treated as an isolated marker of identity, absent considerations of intersectionality. Overcoming this marginalization of disability requires new, robust cross-faculty alliances in conceptualizing research on social justice in teacher education; adopting discursive practices that complicate disability in terms of its intersectional, reciprocal relationship with the full range of social markers of identity; and intersectionality-driven instruction connecting multiple identities and the multiple instructional strategies required to transform teacher education for social justice.
Updated: Jun. 03, 2021
Exploring Linguistic Diversity From the Inside Out: Implications of Self-Reflexive Inquiry for Teacher Education
With a burgeoning U.S. population of emergent bilingual learners and others who use nondominant language forms, the need for language knowledge among teachers is acute. Beginning from the inside out by examining one’s own complex language uses may be a first step toward envisioning and later developing classroom cultures that support diverse language forms for diverse purposes. In all, 262 undergraduate education students used self-reflexive inquiry, documenting ways they and others use language, through language inventories, surveys, and essays. Participants were majority students of color, half bilingual. Students reported awareness of rich diversity and nuances of language uses, purposes, and fluidity across contexts. Although students often used a formal/informal contrast to describe language uses, this distinction was complicated. Understandings of language surfaced in writing as students engaged with linguistically diverse peers and situated their linguistic repertoires in sociopolitical context. Drawing on results and students’ reflections on the writings as tools, we offer implications for teacher education.
Updated: Jun. 28, 2020
To date, though many studies have investigated how teachers and teacher educators in general develop their professional identities, scant attention has been paid to that complex process of “transnational” teacher educators. To begin to close this research gap, this collaborative autoethnographic study examines how the authors develop their teacher educator identities through teaching a diversity course in the United States as transnational teacher educators from China and South Korea. The findings reveal that their transnational backgrounds (e.g., speaking English as a second language and holding particular cultural beliefs) initially challenged their identity development, but their continuous teaching and learning within a supportive institutional context turned the marginality of their transnational backgrounds into professional assets. The research findings can extend our understanding of teacher educators’ identity development. The study also suggests practical implications for teacher education programs to create an inclusive and supportive professional community in which all teacher educators may grow.
Updated: Feb. 23, 2020
Although teacher educators may perceive their program and courses to be coherent, the question remains to what extent student teachers also are able to perceive the linkages within their programs. Coherence within teacher education programs is important for teacher candidates to build understanding of teaching. This study draws upon survey data from 269 teacher candidates, in three different teacher education programs, located in three different countries (Norway, Finland, United States [California]) and compares these candidates’ perceptions of the coherence of their teacher education programs. Candidates from a program that has explicitly been working on constructing a coherent program over a period of 15 years do report significantly more coherence, yet, across the programs, there remains room for improvement regarding the coherence between field placement and campus courses. The authors conclude with the suggestion that potential improvement of program coherence lies within greater communication and collaboration between the various stakeholders within teacher education.
Updated: Feb. 10, 2020
This study examines how prospective teachers (PTs) perceive social justice in K-12 mathematics. The author argues that the framework of What, Who, How serves as a tool to understand prospective teachers’ views, to navigate a broad range of literature on social justice mathematics, and a means of informing the practice of teachers and teacher educators. The author claims that the WWH may help identify views that are more easily accepted by PTs.
Updated: Nov. 18, 2018
This study aims to examine preschool teachers' beliefs about linguistic diversity using a Q methodology. The findings reveal that the teachers were highly supportive of linguistic diversity and multilingual practices. The findings indicate that the participants saw opportunity rather than difficulty: they believed that interacting with diverse classmates gives young children the chance to develop tolerance, cooperation, and multicultural awareness.
Updated: Oct. 21, 2018
This article aims to examine how sociopolitically conscious teacher educators tailor preparation for teachers of color. The results showed that teacher educators’ pedagogy for teacher candidates of color was characterized by three binding mindsets and practices: 1. The authors found that teacher educators made an intentional choice to work as a change agent for communities of color. 2. The authors also found that teacher educators challenged sociocultural barriers to the academic and professional achievement of teachers of color. 3. It was also found that teacher educators implemented constructivist approaches as an instructional bridge to prepare teacher candidates of color to work with culturally and linguistically diverse students.
Updated: Oct. 18, 2018
This paper highlights two key problems of practice the author faced as the instructor of an elementary literacy methods class for Teach for America corps members in a large, northeastern city during an era characterized by strict state and district control: the deficit perspectives the corps members held of their students and the lack of autonomy they experienced as educators. The author concludes by discussing the implications of this work with particular attention to (1) how various institutions frame teaching and learning, (2) the role of methods courses in interrupting these frames, and (3) the pedagogical possibilities inherent in doing so for both students and teachers.
Updated: Aug. 13, 2017