Multiculturalism & Diversity (230 items)To section archive
Factors Associated With Novice General Education Teachers’ Preparedness to Work With Multilingual Learners: A Multilevel Study
This study examined factors linked to novice general education teachers’ perception of their preparedness to work with multilingual learners in the classroom. Using a multilevel modeling approach, the authors examined factors at the teacher and school levels using two AY 2015 to 2016 datasets: The National Teacher and Principal Survey from the National Center for Education Statistics and the Civil Rights Data Collection from the Office of Civil Rights. The results show that teacher perception of preparedness was positively associated with teacher education courses on working with multilingual learners, supports received during the first-year teaching, and the number of multilingual learners teachers worked within their classrooms. Similarly, the concentration of multilingual learners at the school level had a positive impact on preparedness. Overall, it appears that experiences both learning about and working with multilingual learners are positively associated with novice general education teachers’ perceptions of preparedness to work with multilingual students.
Updated: Dec. 22, 2021
“A Learning Process Versus a Moment”: Engaging Black Male Teacher Education Candidates in Culturally Sustaining Pedagogy at Jackson State University
This qualitative case study provides a deep dive into a teacher education program at Jackson State University, a Historically Black University (i.e. HBCU) located in Mississippi that is intentionally preparing Black men teacher candidates to successfully support the academic achievement of students in culturally diverse, low-income, and underserved schools.
Updated: Oct. 26, 2021
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