Search results for: Cultural awareness
Page 2/4 38 items
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
This article compares two different procedures for incorporating translation in education qualitative research. Its goal is providing a clear depiction of the complexities involved in translating qualitative data and the strengths and weaknesses of each procedure. Taking into account the resource constraints often faced by novice qualitative researchers, this article provides some strategies that can be employed in similar contexts.
Updated: Apr. 13, 2015
Learning To Be A Culturally Responsive Teacher through International Study Trips: Transformation or Tourism?
This article presents findings from a qualitative study that investigated the experiences of 15 Australian pre-service teachers who attended a short-term study programme in either Korea or India. Three interrelated themes emerged from the interview data: (1) dissonance resulting from physical discomfort; (2) dissonance resulting from culturally different communication styles and expectations about appropriate behaviour and interaction and (3) dissonance resulting from incidents/events that challenged the pre-service teachers’ views of themselves and their own cultures.
Updated: Nov. 25, 2013
‘‘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
The author has been inspired by Gloria Ladson-Billings' article which described what it means to make teaching and learning relevant and responsive to the languages, literacies, and cultural practices of students across categories of difference and (in)equality. However, this article offers the term and stance of culturally sustaining pedagogy as an alternative. The author believes that this alternative embodies some of the best research and practice in the resource pedagogy tradition and as a term that supports the value of our multiethnic and multilingual present and future. Culturally sustaining pedagogy seeks to perpetuate and foster—to sustain—linguistic, literate, and cultural pluralism as part of the democratic project of schooling.
Updated: Sep. 15, 2013
This article sheds new light on the relationship between theory and practice through an analysis of empirical findings recorded in a subject-oriented action research project. In this article the author is asking whether findings from the project are pointing towards pedagogical approaches possible to categorize on a meta-level, and in which way these detected approaches shed new light upon the relationship between theory and practice in teacher education.
Updated: Aug. 21, 2013
Critical Examination of Candidates’ Diversity Competence: Rigorous and Systematic Assessment of Candidates' Efficacy to Teach Diverse Student Populations
The authors discuss the inadequacy of current assessment practices to measure teacher candidates’ competence to teach diverse students. The authors present two new scales to measure teachers’ competence to teach diverse populations. The Teachers’ Sense of Inclusion Efficacy Scale (I– TSES), and the Teachers’ Sense of Diversity Efficacy Scale (D–TSES). These two efficacy instruments based on the highly reliable and valid Teachers’ Sense of Efficacy Scale (TSES). The authors argue that teacher education programs that integrate all three scales—TSES, I–TSES, and D–TSES—into their systematic program assessment would be able to more comprehensively address candidates’ diversity competence.
Updated: Jun. 18, 2013
The Dilemma of Cultural Responsiveness and Professionalization: Listening Closer to Immigrant Teachers Who Teach Children of Recent Immigrants
The authors present an analysis of the teacher interviews which were conducted in five U.S. cities with 50 preschool teachers. These interviews were part of a comparative study in Europe and the United States of what practitioners and parents who are recent immigrants think should happen in preschool. The authors compare the perspectives of these immigrant teachers with those of their nonimmigrant counterparts. Specifically, the authors focus on the cultural expertise of immigrant teachers who work within their own immigrant community. One of the major findings is that preschool teachers are caught between their pedagogical training and their cultural knowledge.
Updated: Jun. 17, 2013
The purpose of this study was to investigate the effects of a master's-level course designed to integrate instruction in family-centered care and diversity responsiveness. The authors aim to provide useful information on the potential of such a course for positive attitude change. Results indicate that students saw the course as having a positive effect on their understanding of issues regarding family-centered practice and diversity responsiveness.
Updated: Sep. 27, 2012
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