Search results for: Cultural awareness
Page 1/4 37 items
This article offers one example of an English as a Second Language literacy methods course that built preservice teachers’ understanding of and experiences with diverse language communities. Tara Yosso’s Community Cultural Wealth (CCW) framework provided a theoretical lens for the course and guided the preservice teachers’ teaching and reflections. The preservice teachers engaged in various activities that included literacy teaching, visiting places in their students’ communities, learning their students’ language, and creating narrative videos with the students and their families. The findings from this course show how the CCW framework can be a constructive method for identifying community assets when combined with a variety of activities for preservice teachers to engage with students and their families.
Updated: Sep. 09, 2020
“Lies My Teacher [Educator] Still Tells”: Using Critical Race Counternarratives to Disrupt Whiteness in Teacher Education
The purpose of this study was to disrupt whiteness through the use of critical race counternarratives during a critical literacy workshop with middle-school preservice teachers. Over two years, 57 preservice teachers participated in and reflected on their experiences reading master narratives and viewing counternarrative texts in a critical literacy workshop. Students responded in a variety of ways that ranged from displacing responsibility for their ignorance about the counternarrative texts onto educational structures, to troubling their roles in reproducing oppressive school environments and considering action steps for future teaching. Our research has important implications for preservice teachers, teacher educators, and those interested in implementing preservice teacher educator curriculum using a critical race theory lens.
Updated: Aug. 30, 2020
Preservice Teachers’ Learning with Yuin Country: Becoming Respectful Teachers in Aboriginal Education
This article investigates how preservice teachers developed a relationships with country. The author has described preservice teachers who participated in an elective subject Engaging Koori Kids and their Families. The goal of this elective subject was to motivate preservice teachers to experience a journey of Aboriginal ways of knowing, learning and behaving. The findings reveal that the elective subject demonstrated how teachers could implement and contribute to a holistic localised Aboriginal perspective originating from Country. The goal of this study is that preservice teachers take their story learnt from Country and implement it into the classroom. Each preservice teacher then has the experience to work with a range of Aboriginal community members.
Updated: Nov. 21, 2017
Pre-service Physical Education Teachers’ Indigenous Knowledge, Cultural Competency and Pedagogy: A Service Learning Intervention
In this article, the authors investigate the effects of a community- and school-based service learning experience (SLE) on pre-service physical education teachers’ Indigenous knowledge, cultural competency and pedagogy. Findings support the design of the SLE, with statistically significant changes in pre-service teachers’ perceptions of their cultural competency. Pre-service teachers were able to challenge their assumptions about Indigenous students, plan and implement student-centred and culturally relevant pedagogies.
Updated: Jan. 17, 2017
The present study sought to identify the Asia literacy needs of 54 undergraduate pre-service students in a teacher education programme of study at a regional university. The results indicated that few respondents considered themselves to be Asia literate and most did not believe they were ready to teach about Asia. However, the majority of respondents wanted to know more about Asia prior to graduation. The results indicate that much needs to be done to support students and universities in preparing students to teach about Asia.
Updated: Jan. 17, 2017
This article aims to explore the theoretical structure of what the authors call multicultural apprenticeships in teacher education. This structure is drawn from decades of scholarship and research in teacher education, in general, and in preparing teachers for diversity, in particular. It is further situated within the authors' own work in an Early Childhood Education Masters in Education program and their commitments to preparing teachers to support diverse populations of children.
Updated: Jan. 02, 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
Pushing too Little, Praising too Much? Intercultural Misunderstandings between a Chinese Doctoral Student and a Dutch Supervisor
The purpose of this study is to shed light on the causes of communication difficulties and misunderstandings between Western supervisors and Asian students in relation to their cultural and educational differences. The authors analyzed three implicit misunderstandings in this study occurred due to mismatched and unspoken expectations about the learning goals and learning behaviors between the supervisor and the student, largely reflecting their educational and cultural background differences. The learning patterns they previously had developed became a natural source for them to understand the teaching and learning of international education in the beginning.
Updated: Dec. 04, 2016
This article explores an effort to rethink curricular decision-making with a group of public pre-K teachers working in a context of curriculum escalation and commitment to play-based pedagogy. Through a professional development program designed to support developmentally and culturally responsive early mathematics, the authors examine how teachers took up the idea of engaging in mathematics with 4-year-olds in a way that married content knowledge and home practices.
Updated: Feb. 29, 2016
The Cultural Responsiveness of Teacher Candidates towards Roma Pupils in Serbia and Slovenia – Case Studies
This study seeks to determine how differences in the Slovenian and Serbian contexts are reflected in differences in the initial cultural responsiveness of student teachers with regard to Roma minority pupils and their parents in the two countries. The results indicate that most student teachers in both groups favoured educating Roma pupils in regular schools and were aware of discrimination against Roma pupils in the education system. In addition, the results indicate that most of the student teachers agreed with the forms of cooperation that are most common in elementary schools, for example, parent meetings and individual meetings with parents. Finally, the results also indicate that the majority of student teachers from both groups would enrol Roma pupils in their class if they were charged with making this decision.
Updated: Nov. 18, 2015