Multiculturalism & Diversity (212 items)To section archive
This article explores how teachers make sense of the role of race in their practice in an ongoing way, in and through complexity of their everyday life both inside and outside of school. The author found that the teacher uses her touchstone to frame her interpretations and guide her pedagogical choices in the context of her classroom. The author concludes that racial touchstones are drawn from teachers' impactful personal experiences and are constructed in and through the dynamic contexts of their classrooms and schools. She recommends that efforts to support teachers in developing meaningful and authentic personal experiences of difference must be done with great care and must be sustained over time.
Updated: Dec. 16, 2018
This paper explores the interaction between educational research and practice in school systems, through a bi-dimensional framework. The author found that a synthesis of the main themes in the articles has led to a schema that can be useful in getting a more systemic view on school improvement processes based on educational research (ER).
Updated: Nov. 22, 2018
Changes in Teachers’ Beliefs after a Professional Development Project for Teaching Writing: Two Chinese Cases
This case study examined the changes in teachers’ beliefs after a professional development project for teaching writing through a case study of two writing teachers in a Chinese university. The author found that the project broadened the teachers’ understanding of different writing theories. It provided a clear model of how to integrate these new approaches into regular writing courses, changed their instructional focus and shifted their perception of teachers’ roles in teaching practice. The author emphasizes that this programme enriched the teachers’ writing knowledge and developed a more inclusive view of different writing strategies, which helped them understand the nature of writing more clearly.
Updated: Nov. 04, 2018
This study aims to examine preschool teachers' beliefs about linguistic diversity using a Q methodology. The findings reveal that the teachers were highly supportive of linguistic diversity and multilingual practices. The findings indicate that the participants saw opportunity rather than difficulty: they believed that interacting with diverse classmates gives young children the chance to develop tolerance, cooperation, and multicultural awareness.
Updated: Oct. 21, 2018