Search results for: Cultural diversity
Page 1/3 25 items
Developing the intercultural competence of early childhood preservice teachers: preparing teachers for culturally diverse classrooms
This research reports on studies conducted in two early childhood education (ECE) teacher preparation programs focused on increasing preservice teachers’ intercultural competence through intercultural teaching and learning and diverse US and international field experiences. Study 1 took place at a large U.S. Midwestern university with the first cohort (n = 43) of preservice teachers to have completed the revised internationally focused program. Study 2 took place at a midsized rural university in the U.S. Rocky Mountain region with preservice teachers (n = 9) who completed an eight-month university-led program with Nepal field experience. The researchers used the same instrument to measure preservice teachers’ intercultural sensitivity – the Intercultural Development Inventory (IDI) – before and after completion of the respective programs. The Statistical Package for the Social Sciences was used for the analysis of the IDI scores of participants; paired samples t-test yielded individual and composite results. IDI pre and post results showed statistically significant increases in the composite scores for preservice teachers’ levels of intercultural competence for most participants. Attributes of movement away from trivializing other cultures and toward recognizing cultural similarities, appreciation of and curiosity about cultural differences, and the ability to interpret phenomena taking place in a cultural context became evident.
Updated: Jul. 12, 2022
Linking demographic variables to motivation: investigating the motivation to choose teaching among Arab and Jewish students in Israel
The purpose of this paper is to explore the kinds of motivation driving Arab and Jewish students in Israel to choose teaching as a career. This study addressed several issues that have been largely overlooked in previous research such as the focus on Content Value motives (the motivation to teach specific subjects) as well as linking demographic variables to motivational factors, particularly cultural diversity and prior pedagogical experience. The present study yielded three central findings: the importance of Content Value motives; similar motivational patterns have been found between the two sectors despite demographic differences between them; prior teaching experience has been found to have an effect on the kinds of motivations for choosing teaching as career. The paper concludes by exploring the implications of the present study on teacher preparation programs and on future research on the motivation to choose teaching as a career especially in culturally diverse educational contexts.
Updated: Jul. 11, 2022
This design-based study explores what kind of reflection in-service or student teachers produced in case-based discussion workshops, and how. Worksheets on the case and tasks facilitated discussion in small groups. In this study, the targets of reflection written on those sheets are analysed. Three levels and seven categories of reflection emerged, ranging from context and practices to principles and power relations. Most of the reflection was superficial or on the meso-level, the level of deepest reflection was reached to greatly differing degrees depending on the group or case concerned. Both some in-service and some student teachers needed scaffolding by the instructor, but certain tasks in the case discussion sheets could also serve as scaffolds. Intercultural competences are often defined as knowledge, attitudes and skills, and reflection produced by the case-based tool covers all the three areas.
Updated: Mar. 17, 2021
Increasingly across the world, teachers are working with diverse groups of learners in inclusive school settings, as inclusion is seen as a strategy to promote social cohesion, citizenship and a more equitable society. Countries working towards this vision need to emphasise more effective teacher education programmes and systems that focus on enabling teachers to engage in inclusive practice in order to provide high-quality education for all learners. The purpose of this paper was to cast a light on different views of how to prepare teacher students for work in inclusive school settings. The aim is to gain knowledge and understanding of the organisation of initial teacher education at the University of Iceland.
Updated: Nov. 01, 2020
This article draws on a broader qualitative study of professional learning in schools of the Peoples of the Book (Christians, Jews and Muslims) in post-colonial Australia, addressing the role that the growing number of Australian faith-based schools play in shaping a just and inclusive Australian society. By reviewing material in the public domain, the authors consider in their projection to the public the stated and implied commitment of six Australian faith-based schools of the Peoples of the Book to a transformative, liberatory education. They argue that faith-based schools should articulate their purpose and values to the wider secular society, recognizing that this task also calls upon the secular society to engage with the faith traditions, to strengthen mutual respect and tolerance.
Updated: Aug. 01, 2016
This article examines some of the major issues and attributes of culturally responsive teaching. It begins with explaining the author's views of culturally responsive teaching and how she incorporates cultural responsiveness in her writing to teach readers what it means. The author also discusses of some specific actions essential to its implementation. Excerpts from samples of her own and others' scholarship are woven throughout to exemplify general patterns, themes, and principles of culturally responsive teaching.
Updated: Nov. 03, 2015
This article examined the question What are the effective teaching characteristics of non-traditional, culturally and linguistically diverse (CLD) student teachers placed in rural, elementary schools with high populations of Latino/a students? Findings from this study reflected highly consistent and effective teaching characteristics of the CLD teacher candidates completing a distance-delivered teacher preparation program in remote, rural areas. Discussion as to what teacher education program attributes contributed to their development of effective teaching attributes was offered, with culturally responsive supports, like instructional mediators, personal instructor/leadership caring, and a sense of community among students and teachers, noted.
Updated: Sep. 15, 2014
‘‘I Don't Feel Comfortable Reading Those Books in my Classroom’’: A Qualitative Study of the Impact of Cultural and Political Vignettes in a Teacher Education Course
The current paper reports on a qualitative study of the impact of a pedagogical practice called cultural and political vignettes (CPVs) on graduate students enrolled in a teacher education course. CPVs are cultural and political ‘‘situations’’ that are presented to preservice and inservice teachers, so that they can practice first-hand the decision-making skills that they will use in the diverse classrooms of New York City public schools. The preliminary findings of this qualitative inquiry indicate that responding to, creating, exchanging, and engaging in situated performances of CPVs provide teachers with occasions to practice their written, verbal, and nonverbal communication skills in a supportive classroom environment where they can discuss cultural and political issues that are rarely addressed in teacher preparation courses.
Updated: Oct. 16, 2013
In this article, the authors examine how classroom management is taught in teacher education in Israel. Three questions are addressed: (1) What is the structure of programs for classroom management (site, timing, duration, number of courses, mandatory/optional)? (2) How is classroom management conceived (technical/pedagogical, individual/systemic)? (3) Does the preparation in classroom management relate to issues of cultural and ethnic diversity?
Updated: Jul. 30, 2012
Teacher Effects and the Achievement Gap: Do Teacher and Teaching Quality Influence the Achievement Gap Between Black and White and High- and Low-SES Students in the Early Grades?
In this study, the authors explore the extent to which specific aspects of teacher quality and teaching quality influence mathematics achievement growth and the achievement gap between White and Black students and low- and high-SES students in kindergarten and first grade. The authors found that lower achieving students are initially assigned to teachers who emphasize basic instruction. Furthermore, the authors found that higher achieving students are assigned teachers who emphasize more advanced instruction.
Updated: Nov. 28, 2010