Search results for: Student diversity
Page 1/8 72 items
Should Teachers Be Colorblind? How Multicultural and Egalitarian Beliefs Differentially Relate to Aspects of Teachers' Professional Competence for Teaching in Diverse Classrooms
In this article, the authors examine how cultural beliefs relate to aspects of professional competence. Specifically, the authors focused on multiculturalism and colorblindness. The findings reveal that colorblindness showed a significant negative relationship with willingness to adapt teaching to a culturally diverse student body. The authors also found that multicultural beliefs were related to higher self-efficacy and higher enthusiasm for teaching immigrant students, to less agreement with negative stereotypes about immigrant students' motivation and backgrounds, and to having chosen the teaching profession specifically as a means to foster integration of immigrants in Germany.
Updated: Aug. 14, 2018
This article aims to describe pedagogical practices used by teacher educators who prepare teachers to be culturally responsive. The authors, who are teacher educators themselves, recognize the challenges associated with teaching about issues of diversity and facilitating preservice teachers’ (PSTs) acquisition of culturally relevant pedagogy. The authors integrate between culturally relevant pedagogy and a framework for diversity awareness and identity development. They are interested in supporting teacher educators who yearn to prepare culturally responsive PSTs. They focus on three practices for preparing teachers who are culturally responsive: establishing a positive classroom learning environment, implementing purposeful learning activities and providing appropriate field experiences with a focus on diversity.
Updated: Nov. 01, 2017
A diverse group of student teachers in an alternative certification program participated in seminars integrating Boal’s Theater of the Oppressed (TO) activities. Participants created images and enacted scenes that recreated interactions with their students and also rehearsed ideas for taking action in the classroom. The findings showed student teachers engaging in empathic reflection and perspective-taking as they engaged in the theatrical activities.
Updated: Sep. 06, 2017
This study aims to examine in-service teachers’ readiness for using differentiated instruction (DI) strategies and perceived challenges in its implementation. The results indicate that teachers generally held positive attitudes towards the use of differentiated strategies. However, there seemingly is still a struggling paradigm shift from teacher-centred to learner-centred curriculum in the Confucius heritage classrooms whilst teachers facing a range of obstacles that hampered DI practice.
Updated: Aug. 09, 2017
present study examines the effectiveness of service-learning as a pedagogical approach that seeks to bridge the gap of understanding between predominantly White undergraduate preservice teachers (PSTs) and diverse students at a local elementary school. Analysis of ‘before’ and ‘after’ reflective papers and surveys from 23 PSTs enrolled in an entry-level education course as well as reflective letters from 41 fourth-grade students, revealed that prior to the project, PSTs feared that students’ language barriers or home circumstances might prohibit them from understanding or valuing the concepts introduced through the project.
Updated: Jun. 04, 2017
Engaging in Critical Social Dialogue with Socially Diverse Undergraduate Teacher Candidates at a California State University
This article focuses on the process of critical social dialogue (CSD) in a mixed race and ethnicity sample of undergraduate teacher candidates at a California state university. The author argues that critical social dialogue (CSD) in the undergraduate experience develops a knowledge and disposition on which multicultural and socially just pedagogy can be built. CSD, particularly in a socially diverse setting, is a powerful and potent technique to nurture positive learning and growth that develops undergraduate teacher candidates’ schema. However, implementing CSD has its challenges. First, for teacher educators, particularly challenging is the capacity to create classrooms as “third spaces'. A second challenge is creating that safe space that allows dominant and dominated students to equally share their perspectives and experiences.
Updated: Jun. 04, 2017
Education assumes the existence of diversity. Management of diversity in education reflects the dilemma between one need and another, when both are necessary. The tension between the inherent tendency of organization to reduce diversity and the educational aspiration to actualize individual potential is considered here to be the heart of the educational challenge, and the analysis and discussion of its implications for the management of education is the main intention of this discussion.
Updated: May. 28, 2017
This paper draws from a qualitative study of seven beginning teachers’ perceptions of diversity over a period of 6–18 months. The study found that while initial teacher training had broadened their understanding of diversity and its implication for teaching, it was established pedagogical practices in their schools that influenced the novices’ ongoing understanding of responsiveness to learner diversity. For these novices, the influence of the structures and systems of their school contexts began to restrict their pedagogical stance.
Updated: Dec. 06, 2016
In this article, the author describes how culturally relevant children’s literature allowed teachers and teacher candidates to explore the lived realities of diverse students. She found that texts written by culturally and linguistically diverse authors gave participants new ways to articulate ideas and beliefs about English learners.
Updated: Dec. 05, 2016
Using a Cultural Lens to Explore Challenges and Issues in Culturally Diverse Schools for Teach First Beginning Teachers: Implications for Future Teacher Training
The main purpose of this research was to explore the cultural issues and challenges that Teach First (TF) trainees face in their first year of teaching, from the perspective of the teachers. The exploration of these differences allowed the emergence of coping strategies as a major finding to emerge from what was initially a more open-ended investigation. Three main themes emerge from the data: Firstly, there is evidence from all datasets that cultural challenges exist for the participants, and that they have developed strategies for overcoming them during the course of the year; Secondly, the cultural gap exists between curriculum and pupils; Thirdly, while cultural differences have caused problems for the participants, they have come to recognise that although they cannot change the whole culture of the school and its pupils, they can make a difference in class.
Updated: Nov. 29, 2016