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1.
《Teaching and Teacher Education》1995,11(2):149-161
This study examined preservice teachers' (N = 73) attitudes about and awareness of aspects of multicultural teaching and learning. Subjects provided background information and responded to 43 statements about multicultural education. Results indicate that most respondents are aware of many issues related to multicultural education and anticipate having culturally diverse students in their classrooms. While aware of the need to be able to work with students from diverse cultures, teacher education students are undecided as to just how well their teacher preparation has developed their abilities to teach children from cultural and religious backgrounds that differ from their own, or to communicate with children and families from diverse backgrounds. The authors recommend that teacher training programs address both theory and practice in multicultural education throughout the curriculum in a comprehensive, long-term manner, so that students can acquire the knowledge and confidence necessary to deal with multicultural issues in education with intelligence, professionalism, and understanding. 相似文献
2.
National identity is one of the most important forms of ideology that affects human behaviours. Yet, the issue of whether it influences history teachers' subject matter knowledge or teaching practice is overlooked most of the time. With regime change in Taiwan, history curriculum and textbooks are no longer dominated by a China-centred narrative; more Taiwanese history is included in the curriculum. Given the fact that the Taiwanese are split on the issue of national identity, it is important to understand if and how teachers vary in their historical knowledge and instruction. This study examines the issue by investigating the relationships between Taiwanese junior high school history teachers' national identities, their subject matter knowledge and teaching practices. The result indicates that teachers' national identities significantly relate to their historical knowledge and conceptions about history, but bear no relationship to their teaching approaches. Pro-independence teachers have significantly more knowledge in both Taiwanese and Chinese histories and have better conceptions about the nature of history, but they do not necessarily choose to provide students multiple perspectives and interpretations. The implications for democratic citizenship education and teacher education are discussed. 相似文献
3.
Yasemin Kırkgöz 《Asia-Pacific Journal of Teacher Education》2008,36(4):309-322
This paper describes how Turkish teachers of English in state primary education approach the implementation of a Communicative‐Oriented Curriculum innovation and factors that impact on teachers' classroom practices. Using multidimensional research procedures, including a questionnaire, observations and teacher interviews, a picture has been developed of teachers' instructional practices and factors influencing their classroom practices. The findings revealed a gap between curriculum objectives and teachers' implementation of the innovation. Factors that were identified as having a significant impact on teachers' classroom application of the communicative teaching include teachers' understanding of the curriculum innovation, their previous training, insufficient instructional support, limited instructional time, large class size and lack of resources. It is suggested that a greater level of support in the form of in‐service training and resource provision be given to teachers to ensure more effective implementation of the curriculum initiative. 相似文献
4.
Teacher attitudes affect their instruction such that positive teacher attitudes enhance the teaching and learning process. The purpose of this study was to explore inservice science teachers' views of learning physics within the context of a professional development experience and to investigate the relationship between those views and the teachers' understanding of force and motion concepts. The conceptual understanding pretest results indicate the need for inservice science teacher professional development that focuses on conceptual understanding. The relationship between participants' views and their conceptual understanding at posttest has additional implications for the curriculum for these science teachers' professional development experiences. 相似文献
5.
In this article we assert a potential research agenda for the teaching and learning of science as inquiry as part of the JRST series on reform in science education. Drawing on the theoretical frameworks of cognitive and sociocultural constructivism, cultural models of meaning, the dialogic function of language, and transformational models of teacher education, we propose that more research is needed in the areas of teachers' beliefs, knowledge, and practices of inquiry‐based science, as well as, student learning. Because the efficacy of reform efforts rest largely with teachers, their voices need to be included in the design and implementation of inquiry‐based curriculum. As we review the literature and pose future research questions, we propose that particular attention be paid to research on inquiry in diverse classrooms, and to modes of inquiry‐based instruction that are designed by teachers. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 631–645, 2001 相似文献
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7.
Theo Wubbels Perry den Brok Ietje Veldman Jan van Tartwijk 《Teachers and Teaching》2013,19(4):407-433
In the Netherlands, as in many European countries, classrooms display a growing cultural diversity. There are only very limited empirically supported data on the interpersonal competence teachers need in Dutch classrooms and studies from other countries cannot be generalized because of differences in the composition of the student population. This paper reports on an exploratory study in two schools on teachers' experiences in multicultural classes followed by an in‐depth case study of one expert teacher. We use this study to answer the question to what degree this teacher displays interpersonal competence (teaching behaviours, knowledge and attitudes) specific for teaching in multicultural classrooms by comparing this teacher's competence with generic interpersonal teaching competence. The teacher studied seems to be aware of special needs of students from different cultures and to use this knowledge to apply specific teaching strategies and interpersonal cues to create a positive classroom atmosphere and to cater for needs of diverse students. Further, the results indicate that many elements of this teacher's interpersonal competence in teaching a multicultural class can be considered aspects of generic teaching competence. It seems that the multicultural classroom puts heavier demands on this competence than a less diverse classroom. 相似文献
8.
Geneva Gay 《International journal of qualitative studies in education》2013,26(6):613-629
Two major premises are developed in this discussion. One is that many students of color are disproportionately assigned to special education because educators lack knowledge about or appreciation for their cultural values and socialization, and how these affect learning behaviors. The other premise is that the educational quality of students of color in both special and regular education can be improved significantly by using instructional programs and practices that reflect their cultural heritages, experiences, and perspectives. Several components of this ''culturally responsive teaching'' are explained, along with some research findings about its effects on student achievement. These include critical cultural consciousness of teachers; culturally pluralistic classroom climates; diverse communities of learners; and multicultural curriculum and instruction. The author concludes that without culturally responsive teaching education can never be the best it should be for students who are not part of the majority and mainstream of schools and society. 相似文献
9.
This paper examines the contribution of mathematical knowledge for teaching (MKT) and curriculum materials to the implementation of lessons on integer subtraction. In particular, it investigates the instruction of three teachers with differing MKT levels using two editions of the same set of curriculum materials that provided different levels of support. This variation in MKT level and curriculum support facilitated exploring the distinct and joint contribution of MKT and the curriculum materials to instructional quality. The analyses suggest that MKT relates positively to teachers' use of representations, provision of explanations, precision in language and notation, and ability to capitalize on student contributions and move the mathematics along in a goal-directed manner. Curriculum materials set the stage for attending to the meaning of integer subtraction and appeared to support teachers' use of representations, provision of explanations, and precision in language and notation. More critically, the findings suggest that less educative curriculum materials, coupled with low levels of MKT, can lead to problematic instruction. In contrast, educative materials can help low-MKT teachers provide adequate instruction, while higher MKT levels seem to enable teachers to compensate for curriculum limitations. 相似文献
10.
This two-year mixed-method case study examined if and how a teacher preparation program can change preservice teachers' motivation to teach culturally and linguistically diverse learners. Survey data from Master of Arts in Teaching (MAT) candidates demonstrated statistically significant changes in MATs' self-confidence for teaching diverse learners, their self-efficacy for culturally responsive pedagogy (CRP), their perception of the value of multicultural teaching, and in their interest in teaching diverse learners. Interview and focus group data identified explicit instruction on CRP, diverse practicum opportunities, and an emphasis on culturally-oriented self-inquiry as factors that enhanced teachers’ desire to teach diverse students. 相似文献
11.
《Teaching and Teacher Education》1996,12(1):49-61
This study explored the classroom learning environments and instructional strategies of four teachers in culturally diverse classrooms. All teachers were deemed successful by their school colleagues, including administrators and instructional specialists, at meeting the needs of their culturally diverse students. The teachers in the study, who were teaching in four different regions of the U.S.A. and who represented different grade levels, taught in schools that contained richly diverse student populations. Using the constant comparative method of data analysis, I conducted a cross-case analysis of the teachers' learning environments. A primary focus of the research was the relationship between teachers' biographies and culturally sensitive classroom instruction. Three themes about culturally sensitive teaching emerged during data analysis: reshaping traditional school curriculum, rethinking the role of the teacher, and acquiring and using cultural sensitivity. Implications for preparing teachers for culturally diverse learning environments are discussed. 相似文献
12.
In this exploratory case study, we sought to understand teacher's integration of multicultural curricula in science curriculum units, and how personal experiences influenced the level of integration in light of Bank's typology of ethnic content integration into school curricula. Five research participants volunteered and were selected so as to be representative of the demographic of pre‐service and in‐service teachers in the southern United States. The aim was to explore teachers' personal experiences with cultural others that either facilitated or impeded their adoption of multicultural curricula strategies in science curricula units. Case narratives present and discuss interview data and assigned curricula projects. Findings suggest that participants who had transformative cultural experiences and who identified as the marginalized cultural other, transformed science curricula at higher levels of Bank's typology for curricula' multicultural approaches. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 1271–1295, 2012 相似文献
13.
《Teaching and Teacher Education》1995,11(4):389-401
Theories associated with teacher knowledge suggest that teachers transform subject content knowledge into pedagogical content knowledge in teaching to enhance the content comprehensibility. It is assumed that the connection between teacher content knowledge and curriculum is characterized by the content knowledge transformation. This study, using an interpretive research method combined with cognitive knowledge elicitation and mapping approaches, examined the subject-pedagogical content knowledge transformation process that was associated with the teachers' curricular decision-making in secondary physical education. Findings indicated that the teachers shared a common subject content knowledge base but demonstrated a personalized pedagogical content knowledge repertoire, suggesting that the teachers' pedagogical content knowledge was personally constructed even though they shared a subject content knowledge base. The classroom curriculum was closely connected to the pedagogical content knowledge base. In addition, the teachers' curricular decisions regarding content inclusion/exclusion were primarily based on their perceptions of student learning abilities. The findings may imply that enhancement of prospective teachers' pedagogical content knowledge should be emphasized in teacher preparation programs because it serves as a bridge linking the subject content knowledge with the curriculum delivered in classrooms. 相似文献
14.
Reform‐based curriculum materials have been suggested as a mechanism to make inquiry‐based instruction more prevalent in secondary science classrooms, specifically when accompanied by comprehensive professional development (Loucks‐Horsley, Hewson, Love, & Stiles, 1998 ; Powell & Anderson, 2002 ). This research examines the implementation of a reform‐based high school chemistry curriculum in a large, urban school district. We explicitly consider the role of the teachers' knowledge and beliefs in their implementation of the reform‐based chemistry curriculum, as well as school level factors. Qualitative and quantitative data were collected in the form of beliefs interviews and classroom observations from 27 high school chemistry teachers. Analysis of the data revealed that implementation of the curriculum was strongly influenced by the teachers' beliefs about teaching and learning, and the presence of a supportive network at their school sites. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 883–907, 2007 相似文献
15.
《Teaching and Teacher Education》1994,10(4):395-408
This study considered the issue of the effectiveness of formal teacher education upon student teachers' conceptual repertoires concerning teaching. Two main constructs were employed —dimensions of teaching and types of knowledge drawn upon in making decisions about teaching. The effects of practice teaching, curriculum and instruction patterns, and stage in program upon dimensions of teaching and types of knowledge are reported. It was concluded that formal teacher education experiences did have significant effects upon the cognitive development of the student teachers involved. 相似文献
16.
Exploring teachers' knowledge of children's literature 总被引：1，自引：1，他引：0
Teresa Cremin Marilyn Mottram Eve Bearne Prue Goodwin 《Cambridge Journal of Education》2008,38(4):449-464
In the context of the current debate about teaching reading, research to ascertain primary teachers' personal and professional reading practices was undertaken. The study explored teachers' reading habits and preferences, investigated their knowledge of children's literature, and documented their reported use of such texts and involvement with library services. Questionnaire responses were gathered from 1200 teachers. The data were analysed and connections made between the teachers' own reading habits and preferences, their knowledge of children's literature, their accessing practices and pedagogic use of literature in school. This paper reports on part of the dataset and focuses on teachers' knowledge of children's literature; it reveals that primary professionals lean on a narrow repertoire of authors, poets and picture fiction creators. It also discusses teachers' personal reading preferences and considers divergences and connections between these as well as the implications of the teachers' limited repertoires on the reading development of young learners. 相似文献
17.
This paper examines the complex emotional work of English language teaching in Singapore secondary schools. Findings revealed the emotional burdens, tensions, and challenges associated with the teaching of English, largely attributed to the subject's value-laden content, the stresses of grading student essays, the performance pressures of high-stakes testing, and the need for culturally responsive pedagogies. Further studies of teachers' lived experiences in relation to their disciplinary domains can offer teacher educators and policymakers insights into the ways in which curriculum and policy impact on, and are impacted by, the emotional realities of teachers' work. 相似文献
18.
This study identifies proficiency levels in pre-service physics teachers' pedagogical content knowledge (PCK) and reveals how teacher education can promote transitions into higher proficiency. Teacher education plays a fundamental role in supporting pre-service teachers' PCK development. Proficiency levels are a powerful source when evaluating this PCK development because they characterize what learners are likely to be able to know on a specific level. Previous research has presented a model of proficiency levels in pre-service physics teachers' PCK; however, evidence for the model's validity is still lacking. According to the Refined Consensus Model of PCK, factors such as teachers' content knowledge (CK), their teaching experience, and their beliefs about teaching and learning science promote PCK development. Thus, understanding how and when pre-service physics teachers' CK, teaching experience, and beliefs contribute to their proficiency can bring insights into how teacher education can promote PCK development. To address this issue, N = 427 observations of pre-service physics teachers were analyzed. Utilizing the scale anchoring procedure, four different proficiency levels in pre-service physics teachers' PCK were identified. Analyzing these proficiency levels showed that lower levels can be characterized as remembering content-unspecific knowledge, whereas higher levels encompass content-specific strategies to structure and elaborate lessons. Additionally, logistic regression models revealed that pre-service physics teachers' CK is crucial for an increase in PCK proficiency. However, transitions into higher levels of PCK additionally require teaching experience and adequate beliefs about teaching and learning. Thus, our proficiency levels can be used to bring insights into how proficiency in PCK can be supported during teacher education. For example, teacher education should provide courses focusing on the science curriculum and the assessment of student learning to promote pre-service physics teachers' progression in PCK. 相似文献
19.
Valerie Coultas 《Literacy》2016,50(1):32-39
This case study research is informed by Vygotsky's view that talk is essential to organise our thoughts and extend our thinking and that, as Barnes suggested, the teacher needs to use the social situation effectively in the classroom to promote talk for learning. This article focuses on pedagogy and teachers' understandings of how talk works in the classroom, as I sought to illuminate teachers' intuitions and insights and their views of what they find challenging in organising classroom talk. Three case studies of ‘critical moments’ in a lesson suggest that teacher knowledge about talk is located in concrete practices. The three teachers viewed a recorded lesson and chose a moment they defined as ‘critical’ because the moment helped them to learn something about the way they use talk in the classroom. They then discussed this moment with me. These collaborative but critically evaluative processes are particularly useful for exploring and probing teachers' knowledge about talk for learning, an area of pedagogy that has proved so resistant to change over quite a long period. These three teachers suggest that such talk is becoming more marginal under the impact of performativity and the new cultural restorationist English curriculum. 相似文献
20.
Being taught to learn together: an ethnographic study of the curriculum in two Chinese kindergartens
Fengling Tang Shirley Maxwell 《Early Years: An International Journal of Research and Development》2007,27(2):145-157
This paper reports the findings of a pilot study which adopted an ethnographic approach to investigate the cultural features of the Chinese kindergarten curriculum by means of ‘semi‐participant’ observations, semi‐structured interviews, daily conversations and open‐ended questionnaires in two Chinese kindergartens. The paper first introduces the debate over teaching and learning in the early years in Western contexts. It then demonstrates that the curriculum in Chinese kindergartens is mainly implemented by means of teachers' formal collective teaching. Children seem to be taught to learn; their spontaneous learning interests are welcomed but seldom developed in depth. The preference among teachers for this formal collective teaching, coupled with their perception that this teaching is required in their particular situations, creates a tension between teaching and children's learning. The shift in parents' views of education, from an over‐emphasis on children's knowledge‐based study to support for children's harmonious overall development, also contributes to this tension. 相似文献