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1.
The purpose of this ethnographic study was to explore the development of belief systems as related to racial and ethnic identities of preservice teachers as they crossed cultural borders into science teaching. Data were collected throughout a yearlong teacher preparation program to learn how early life experiences and racial and ethnic identities of preservice teachers influenced both their beliefs about diversity in science classrooms and science teaching pedagogy. Case studies of three preservice teachers from diverse racial and ethnic background are presented: Asian American, African American, and Rural Appalachian. Using Bank's ethnicity typology, findings suggest that racial and ethnic identity, developed in early life experiences of preservice teachers, provided clarity on the rigidity of their beliefs about diversity and how they view science teaching. By learning about the border crossing experiences of preservice teachers in relation to their beliefs about diversity as related to racial and ethnic identities, the researchers hoped to provide insight on preparing preservice teachers for the challenges of working in diverse classrooms. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 119–141, 2004 相似文献
2.
Recognizing that students of color often do not achieve as well as their White counterparts, the authors of this article acknowledged the need for preservice teachers to study racial and cultural issues as they relate to teaching in diverse classrooms. For four months prior to the beginning of the course that the authors would co-teach, they systematically read multiple articles and book chapters about racial and cultural issues in schools and met weekly to discuss, from their own perspectives and experiences, their reactions to the readings. Simultaneously, they considered emerging possibilities for a course curriculum where preservice teachers would explore issues important to what they called creating culturally celebratory pedagogy and classrooms. The authors, a Black faculty member and a White faculty member in a teacher education program, share key questions that emerged from their readings and discussions, describe four major components they integrated into the course curriculum, and present assignments that may reduce preservice teachers' deficit knowledge and thinking about racial and cultural issues in classrooms and schools. The authors also consider students' initial reactions to the course content and what the students' reactions might mean for the structure and restructure of the course. 相似文献
3.
民族地区教师的文化敏感性即民族地区教师对学生文化背景和生活经验的感知程度,以及在此基础上采取适切的方式帮助学生实现有意义的学习的能力。当前民族地区教师文化敏感性的缺失,很大原因是由于教师培养和培训中忽视当地文化背景的特殊性。民族地区教师培训要把该地区教师发展的文化属性重新还给教师,使教师的教和学生的学植根于当地学校生活的文化土壤。教师培训的内容应包括:正确的民族文化观和民族教育观,当地学生中主体民族的历史文化和风俗习惯,学生的文化背景对其学习和发展的影响,对课程内容进行文化分析和开发民族文化课程资源的能力。 相似文献
4.
In this article, we compared teacher attitudes and beliefs about culturally appropriate language teaching resulting from an examination of two groups of preservice teachers. One group of preservice teachers enrolled in an English as a Second Language (ESL) study abroad program in Mexico; the other enrolled in a traditional on-campus ESL program. Our findings indicate that study abroad students gained a more empathetic understanding of language and cultural issues that affect language learners than their on-campus counterparts, but that they also developed some misconceptions about language learning based on their study abroad experience. 相似文献
5.
The study integrates social-psychological and educational research to examine the relations between preservice teachers’ race-related perceptions of Black students and the instructional approaches they endorse. Based on survey and race Implicit Association Test data from preservice teachers (N = 258; White = 82%) in the United States, we predicted that the association between motivation to be unprejudiced and motivation to appear unprejudiced would predict endorsement of culturally and motivationally supportive instructional practices via implicit and explicit biases about Black students. Path analyses revealed significant mediated associations among motivation to be unprejudiced and endorsed instructional approaches and practices via explicit bias, contingent on the motivation to appear unprejudiced. Furthermore, it is troubling to note that White preservice teachers, in contrast to their ethnic minority counterparts, displayed significant implicit preference for White over Black students. Implications of these findings for preparing a culturally responsive and motivational supportive teaching task-force are discussed. 相似文献
6.
May Hara 《Peabody Journal of Education》2017,92(4):466-485
Despite the body of literature around practicing teachers and policy (Knapp, Ferguson, Bamberg, &; Hill, 1998; Kumar &; Scuderi, 2000; Lortie, 1975/2002), little is known about the involvement of their preservice counterparts. Preservice teachers have limited exposure to policy-related coursework in their professional training (Floden &; Meniketti, 2005) and scholarship is relatively silent regarding preservice teachers' experiences with educational policies and their sense-making process (Spillane, 2004; Weick, 1995; see Heineke, Ryan, &; Tocci, 2015, for a notable exception).This paper examines preservice teachers negotiating and making sense of a particular policy, the Massachusetts' Rethinking Equity and Teaching for English Language Learners (RETELL). It addresses the following questions: First, what do preservice teachers know about policy in general and the RETELL language policy in particular? Second, how do preservice teachers make sense of the implementation of the RETELL policy in the various settings of their professional training? Third, in what ways do preservice teachers' experiences with the policy influence their orientations toward teaching emergent bilingual students? This analysis demonstrates that preservice teachers have limited general knowledge of educational policy process, and limited specific knowledge around the RETELL language policy. Yet, they learn important lessons about how to “do” policy from their field supervisors and play an important role in policy implementation. The impact of the RETELL policy on preservice teachers' beliefs about teaching emergent bilingual students is mediated by the lack of policy information they receive and by their experiences in the field. This paper adds to the limited literature around preservice teachers involvement in policy and offers recommendations for highlighting the importance of policy education in teacher training. 相似文献
7.
Yuko Iwai 《The Educational forum》2019,83(1):13-27
This study focused on preservice teachers’ perceptions of culturally responsive teaching using multicultural literature. They learned about diversity issues, multicultural literature, and culturally responsive teaching, worked on a multicultural literature project, developed hands-on literacy lessons, and taught them to elementary school students. Results showed that preservice teachers increased their awareness of culturally responsive teaching, professional knowledge about multicultural literature and culturally responsive teaching, and skills to teach diverse students and practice culturally responsive teaching. 相似文献
8.
Teachers' implicit biases about ethnic differences in student achievement and teachers' mindsets have been associated with significant differences in their students’ achievement. In two studies (N = 313; N = 57) with preservice teachers undertaking a three-year teacher education programme aimed at promoting social justice, we found that third-year students showed significantly less implicit ethnic achievement bias and reduced fixed mindsets compared to the first-year preservice teachers. Students from the ethnic minority were found to have the least bias, but still associated student achievement more with the ethnic majority group. It is concluded that more is needed to reduce implicit biases and develop a growth mindset among our preservice teachers. 相似文献
9.
Cathy Zozakiewicz 《The Teacher Educator》2013,48(2):137-151
Teacher education is challenged with preparing teachers to work effectively with culturally diverse students. Gaps in the research literature demonstrate that more bridging is needed between teacher education coursework and student teaching experiences, particularly in terms of supervision approaches that consider multicultural issues. This study argues that culturally responsible mentoring is one way to help student teachers put multicultural education into practice. Culturally responsible mentoring helps preservice teachers become critical thinkers about the cultural contexts in which they work. It also assists them in developing equitable and inclusive practices for their particular students. This study defines and describes the practices of culturally responsible mentoring and examines the impact it has on two student teachers in the field. 相似文献
10.
One of the challenges facing Hong Kong schools is the growing cultural diversity of the student population that is a result of the growing number of ethnic minority students in the schools. This study uses semi-structured interviews with 12 American, Canadian, Indian, Nepalese and Pakistani teachers working in three secondary schools in the public sector to examine how school teachers are handling this challenge. The study uses these interviews to establish a model for the creation of culturally responsive environments that may help to improve the academic performance and promote the personal growth of students in Hong Kong's secondary schools. Five aspects of cultural responsiveness are identified: conceptualising cosmopolitanism, raising sensitivity to “minor acts of racism”, managing the diverse learning needs of students, promoting a deep understanding of cultural values and helping students deal with the challenges of trilingualism. This study argues that ethnic minority teachers are engaged in a continuing cross-cultural process through which they make sense of the cultural diversity of students and re-learn their own beliefs and practices. The implications for the creation of a culturally responsive environment are also presented. 相似文献
11.
Shanan Fitts Lisa Winstead Evelyn M. Weisman Susana Y. Flores Christine Valenciana 《Equity & Excellence in Education》2013,46(3):357-371
This study examined the development of bicultural voice in Latina/o preservice teachers. Researchers used survey, interview, and observational data to probe students' knowledge, beliefs, and orientations related to teaching culturally and linguistically diverse students. The researchers found that the bilingual cohort courses afforded students with opportunities to juxtapose personal narratives with broader social contexts, thereby allowing students to examine and critique the ideology and curricula of schools. The authors assert that cultivating social justice orientations in bilingual-bicultural preservice teachers is crucial to the empowerment of bilingual-bicultural teachers and their students. 相似文献
12.
This grounded theory study was conducted to investigate how two veteran social studies teachers, one African American and one Japanese American, incorporated opportunities for students to explore their ethnicity while learning subject matter content. Four themes emerged that form the basis of a model that provides teachers with strategies for assisting students as they learn about their ethnic groups through existing subject matter curricula. These data, and teachers' reports of sustained student engagement when exploration of cultural heritage was incorporated into the curriculum, provide warrant for including instruction in ethnic identity exploration in teacher preparation programs. 相似文献
13.
Abstract Stereotypes are a particularly insidious factor in the formation of pre‐and in‐service teachers’ images of students. Teachers who rely on stereotypes rather than try to see the students behind them run the risk of letting cultural and individual biases work to their own disadvantage and to the disadvantage of the next generation of high school students. This article describes a project called Teaching and Learning Together that brings preservice teachers into direct dialogue with high school students with the goal of helping preservice teachers learn to attend to high school students and analyze the pedagogical implications of that attention prior to undertaking teaching responsibilities. 相似文献
14.
Lori Czop Assaf Kristie O’Donnell Lussier Shelly Furness Meagan Hoff 《The Teacher Educator》2019,54(2):105-124
In an attempt to better prepare future teachers to fight against social injustice, support their culturally and linguistically diverse students and wrestle with social and educational complexities around the globe, many education programs have increased the number of study abroad programs and international service learning projects. In this qualitative study, we explored seven preservice teachers’ experiences related to humanizing pedagogy after participating in a study abroad program combined with an international service-learning project in a South African rural community. Analyzing multiple data sources such as interviews and reflective journals, we discovered that the preservice teachers grappled with the political, social, economic, and educational differences they encountered during the international project and wrestled with conflicting ideas and beliefs about poverty and language. They identified their relationships with students as catalysts to address these educational issues and their need to reverse systemic inequities. They built caring relationships with students in the community and developed additive perspectives the focused on the students’ community cultural capital. The preservice teachers expressed deep critical reflection and a desire to promote a more fully human educational world where students have the opportunities to enact their agency, their creativity, and their language and culture. 相似文献
15.
AbstractHow to prepare teachers to work with culturally and linguistically diverse students and families is an important aspect of teacher education as classrooms continue to diversify. Community-based approaches to teaching offer promising strategies for addressing this need. This article offers one example of an English as a Second Language literacy methods course that built preservice teachers’ understanding of and experiences with diverse language communities. Tara Yosso’s Community Cultural Wealth (CCW) framework provided a theoretical lens for the course and guided the preservice teachers’ teaching and reflections. The preservice teachers engaged in various activities that included literacy teaching, visiting places in their students’ communities, learning their students’ language, and creating narrative videos with the students and their families. The findings from this course show how the CCW framework can be a constructive method for identifying community assets when combined with a variety of activities for preservice teachers to engage with students and their families. 相似文献
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17.
Arnold M. Christensen 《The Educational forum》2013,77(1):41-45
This study investigated preservice teachers’ beliefs and attitudes about teaching culturally and linguistically diverse students when progressing through specially designed courses. Data were collected using the Teacher Multicultural Attitude Survey and semi-structured interviews. Analyses indicated that preservice teachers who received more multicultural preparation held more positive attitudes and based their attitudes more on academic preparation than on personal experiences. Preservice teachers who completed the multicultural course and English for speakers of other languages field placement had a more in-depth understanding of how to help culturally and linguistically diverse students. 相似文献
18.
《Teaching and Teacher Education》2000,16(5-6):593-612
The purpose of this study was to explore the meanings preservice teachers constructed about students with reading difficulties. Qualitative techniques were employed to develop six case studies to understand better how preservice teachers framed their meanings. Cross-case analysis revealed that each preservice teacher's stance on meaning, while idiosyncratically based on experience, was tied to pedagogy in two distinct ways: (a) most of the participants placed an increasingly important role on the supervising teacher when considering reading difficulties and (b) they situated themselves as a teacher within that context. The findings suggest the importance of designing preservice education course work that is inquiry-oriented and offers opportunities for students to explore systematically their developing stances and self-constructed meanings about reading. 相似文献
19.
Anita Woolfolk Hoy 《The Teacher Educator》2013,48(2):91-100
Abstract Stereotypes are a particularly insidious factor in the formation of pre‐ and in‐service teachers’ images of students. Teachers who rely on stereotypes rather than try to see the students behind them run the risk of letting cultural and individual biases work to their own disadvantage and to the disadvantage of the next generation of high school students. This article describes a project called Teaching and Learning Together that brings preservice teachers into direct dialogue with high school students with the goal of helping preservice teachers learn to attend to high school students and analyze the pedagogical implications of that attention prior to undertaking teaching responsibilities. 相似文献
20.
Inés Márquez Chisholm 《Technology, Pedagogy and Education》2013,22(2):213-228
ABSTRACT American classrooms are experiencing a rapid growth in cultural and ethnic diversity, as well as an increase in educational classroom computing. Because culture directly affects classroom organisation and classroom learning, teachers need to understand, incorporate, and support their students’ cultures. Furthermore, since educational computing is not culturally neutral, teachers in culturally diverse settings must integrate the computer culture, the classroom culture, and students’ learning preferences. To meet the need for culturally and technologically competent multicultural teachers, teacher education programs must first define both cultural competency and computer competency. After examining the relationship between culture and educational computing, the paper explores some essential components of cultural and technological competency for multicultural teachers. Finally, it indicates the need for further research on the interaction of culture and technology in the multicultural classroom. 相似文献