Multiculturalism & Diversity (228 items)To section archive
Pre-service and in-service teachers’ professional learning through the pedagogical exchange of ideas during a teaching abroad experience
This study explores the professional learning of ten pre-service teachers from Hong Kong and ten host teachers in a school in China who participated in a teaching abroad project. The participants’ professional learning during the project is conceptualised within five knowledge domains of quality teaching for the twenty-first century: personal, contextual, pedagogical, sociological and social. The findings suggest that by immersing pre-service teachers in an unfamiliar teaching environment, they can learn professional knowledge for teaching in an increasingly complex world. This complements the knowledge they are acquiring in their domestic courses and practicums. Furthermore, through the pedagogical exchange of ideas, the host teachers are also found to benefit. The authors recommend that teaching abroad opportunities be included in initial teacher education (ITE) programmes and that host teachers’ professional learning are considered in their development.
Updated: Jul. 28, 2021
Exploring epistemologies: deepening pre-service teachers’ ways of knowing through international professional experience
This study utilised institutional ethnography to inquire into the lived experiences of 15 Australian pre-service teachers (PSTs) who completed an international professional experience in Indonesia. The PSTs were privy to a unique cultural experience, one grounded in an epistemological stance that differed considerably from their own. Despite completing substantial pre-service teacher education coursework prior to travelling to Indonesia, the PSTs became more acutely aware of how school students, teachers, and community members may operate from varied ways of knowing. As such, in this article the authors argue that international professional experiences have the possibility to guide PSTs towards newer and deeper explorations of epistemologies, a process of paramount importance in preparing future teachers to work effectively and appropriately in diverse classrooms.
Updated: Jul. 28, 2021
Teacher educators’ perspectives on preparing student teachers to work with pupils who speak languages beyond English
This article reports on a mixed-methods study investigating teacher educators’ views on their role in preparing future teachers to work effectively with multilingual children. A survey was conducted with 62 teacher educators who have responsibility for inclusion or English as an Additional Language (EAL) teacher training, which was followed up with a series of semi-structured interviews. Key findings suggest that there may be a mismatch between the perceptions of teacher educators and newly qualified teachers, as the vast majority of the participants reported that they were either confident or very confident about teaching student teachers how to teach EAL children. Additional themes explored were related to concerns over a performativity culture in education, and to balancing linguistic diversity training alongside other pressing priorities in initial teacher education.
Updated: Jul. 27, 2021
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