Search results for: Multiculturalism
Page 1/7 64 items
EFL Teachers’ Cultural Identity Development through Participating in Cultural Negotiation: Probing EFL Students’ Perspectives
This study was an attempt to probe the perceptions of the English as a foreign language (EFL) students about the cultural identity development of the EFL teachers who participated in cultural negotiation programs. To that end, the interactionally oriented narratives of four EFL students were collected. The narratives were about the cultural performance of the EFL teachers who participated in the cultural negotiation programs in the EFL classes. The narratives were codified based on the principles of Strauss and Corbin (1998) systematic approach. The findings indicated that the EFL students had positive opinions about how their teachers dealt with cultural issues in the classrooms after participating in cultural negotiation programs. The findings also indicated that the EFL students perceived that the EFL teachers engaged more in cultural discussions, they used more interaction types, they were more motivated to address cultural issues in the classes, and they took into account the emotions of their students in cultural discussions in the classrooms. Moreover, it can be concluded from the findings that cultural negotiation programs have positive effects on the EFL teachers’ cultural identity development if the principles of identity-as-practice and identity-in-discourse will be followed in the EFL teacher education programs.
Updated: Feb. 09, 2020
While digital environments "shrink" the world and allow to work collaboratively with colleagues from different countries, Digital Agency in education promotes equity in learning in a global world. People who possess digital mastery, confidence, and accountability can become part of the collaborative world and teacher educators have to lead our students toward this goal. Shonfeld presents the TEC center as an example of a model where technology, education, and cultural diversity intersect to improve learning through innovative pedagogy on the one hand and technology on the other. It exposes students to cultures they have never encountered before on an equal footing and opens their minds to others whilst calling their attention to the advantages of a heterogeneous group during the development of educational products.
Updated: Mar. 25, 2019
Should Teachers Be Colorblind? How Multicultural and Egalitarian Beliefs Differentially Relate to Aspects of Teachers' Professional Competence for Teaching in Diverse Classrooms
In this article, the authors examine how cultural beliefs relate to aspects of professional competence. Specifically, the authors focused on multiculturalism and colorblindness. The findings reveal that colorblindness showed a significant negative relationship with willingness to adapt teaching to a culturally diverse student body. The authors also found that multicultural beliefs were related to higher self-efficacy and higher enthusiasm for teaching immigrant students, to less agreement with negative stereotypes about immigrant students' motivation and backgrounds, and to having chosen the teaching profession specifically as a means to foster integration of immigrants in Germany.
Updated: Aug. 14, 2018
This study examines what types of emotional work are entailed in approaching multicultural education from a pedagogy and an ethnic of discomfort. The findings reveal a typology of the kinds of emotional work that the authors engage in as teacher educators practicing a pedagogy and ethic of discomfort in multicultural teacher education. The first type of emotional work is managing personal emotional reactions. The second type of emotional work is facing your past in your present practice. The third type of emotional work is remaining vulnerable and emotionally available for students.
Updated: Feb. 11, 2018
In this study, the first author deploys autoethnographic self-study to intentionally and systematically examine her practice. Specifically, she was interested in investigating how her background as a Black immigrant educator as well as a multilingual communicator affected her practice with predominantly White monolingual prospective teachers. Findings revealed that the author's practice reflected three elements of multicultural awareness as displayed by her attention to individual predispositions, cultural practices and personal stereotypes. From this study, prospective teachers are better able to understand the ways in which language, culture, and diversity intersect in the backgrounds of foreign-trained literacy instructors.
Updated: May. 22, 2017
The purpose of this study was to examine the effectiveness of a multicultural education course and its efforts to provide pre-service teachers with knowledge about and experience with issues related to diversity and multicultural education. In particular, this study sought to compare pre-service teachers’ entry and exit point knowledge in a multicultural education course. The findings suggest that pre-service teachers’ understanding of issues related to multicultural education increased significantly after taking a course in multicultural education.The data provide evidence that these pre-service teachers’ beliefs about their preparedness to teach minority students had evolved. They felt more confident, enthusiastic and optimistic about teaching children from diverse backgrounds after taking this multicultural education course.
Updated: Apr. 18, 2016
Behind the Scenes of a Unique Initiative for the Program, 'Preparing former Ethiopians for Teaching'
This article describes a unique initiative in Israel for preparing former immigrants from Ethiopia to become teachers. The author, who initiated this program in her college, describes the challenges she faced. The author outlines that this program is based on merging of two streams of education for multiculturalism: particularistic education at first and pluralistic education later on.
Updated: Apr. 14, 2016
A Narrative of Teacher Education in Canada: Multiculturalism, Technology, Bridging Theory and Practice
This article investigates a number of enduring and emerging themes reflecting teacher education in Canada over the past 40 years, including changes in information and communication technology, bridging gaps in theory and practice, English as a second language, French immersion and multicultural teacher development. The author describes the major changes and reforms that have shaped the past four decades of teacher education in Canada through the lens of a teacher educator.
Updated: Apr. 11, 2016
Multiculturalism in Teacher Education Institutes - The Relationship between Formulated Official Policies and Grassroots Initiatives
The current study examined the multicultural policies advocated and the actual practices in two teacher education colleges in Israel. The main findings reveal a gap between multicultural discourse and policies in two colleges, as manifested in the activity patterns of both teacher education colleges. Furthermore, the difference between the colleges in terms of multicultural discourse and practice is related to the difference in the colleges’ organizational structures and target populations. The authors recommend that there is room for grassroots developments. Finally, the authors recommend that every teacher-education institute in any multicultural country must include the topic of multiculturalism in the curricula.
Updated: Jan. 06, 2015
The author reviews studies that focus on classroom management. This article shows that classroom management is now more about understanding the class as a social system. The author states that classroom management is just as much about managing learning processes when an activity is taking place as it is about creating peace and quiet so pupils can get down to work.
Updated: Jan. 19, 2014