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1.
Hooi San Phoon Melissa Ng Lee Yen Abdullah Anna Christina Abdullah 《The Australian Educational Researcher》2013,40(5):615-632
Multicultural early childhood education is necessary in a culturally diverse country like Malaysia. Preschool teachers play an important role in implementing multicultural education in the classroom. This paper reports the findings of a self-report questionnaire involving 854 preschool teachers in Malaysia. The preschool teachers disclosed their current multicultural education practices as well as the challenges they encountered when implementing multicultural education. While the majority of teachers claimed that they implemented multicultural education, a closer examination revealed that most of them used the tourist or contribution approach which focuses on only the outward manifestations of a culture when dealing with multicultural education. The transformation or anti-bias approach was used by only a small number of teachers. The teachers identified some challenges in multicultural education implementation, such as lack of instructional resources and the lack of stakeholder support. Thus, it is important to ensure teachers develop more critical understandings of multicultural education through teacher education training and programs. Other efforts to help teachers overcome challenges in implementing multicultural education include producing and developing more instructional materials and learning aids, which are suitable for young children and appropriate for the local context. Preschool teachers also need stakeholders to give more support and to acknowledge the importance of implementing multicultural early childhood education. 相似文献
2.
学校中儿童的日益多样化,使得教师教育必须帮助新教师理解如何与各种文化背景的学生打交道。教师不能想当然地假设每一个孩子都有相似的经历和体验,而要对学生的差异性保持清醒的意识和文化的敏感。多元文化教育更大的使命,是要确保教育实践的公平性,履行教育助推社会公正的使命。因此,为社会公正培养"文化敏感型教师",成为多元文化教育的核心议题。文化敏感型教师尽最大努力确保所有学生学业成功,帮助学生发展批判和质疑精神,培养学生改变社会的意识和能力。文化敏感型教师的概念使我们超越了对多元文化教师教育的肤浅定义,将多元文化教师教育指向这样的方向:教育是具有政治意义的活动,是每一个孩子都应该获得的权利。多元文化教师教育并非是让学生了解某个或某些少数民族那么简单,而是要培养师范生对个体差异性进行持续探究的能力。 相似文献
3.
Teacher education has struggled to better prepare beginning teachers for an increasingly diverse student population. This research examines the role that cooperating teachers play in developing multicultural/equity pedagogy knowledge and skills among student teachers. Five cooperating teachers working in California, USA, each of whom had extensive and successful experiences teaching multicultural/equity pedagogy curricula, were asked to describe how they encourage their student teachers to engage in the materials and strategies they promote. Generally, the cooperating teachers reported that their most successful student teachers were those who came to understand the difference between expecting high-quality work from their students and sympathizing and identifying with their students’ plight as low-income Latino children. More specifically, they noted that student teachers had difficulty leading instructional conversations in small groups of students. 相似文献
4.
Barbara L. Seidl Gumiko Monobe Matthew D. Conley Lisandra Pedraza Burgos Herminia Janet Rivera Chiharu H. Uchida 《Teaching Education》2013,24(3):294-309
The purpose of this paper is to explore the theoretical structure of what we call multicultural apprenticeships in teacher education. This structure is drawn from decades of scholarship and research in teacher education, in general, and in preparing teachers for diversity, in particular. It is further situated within our own work in an Early Childhood Education Masters in Education program and our commitments to preparing teachers to support diverse populations of children. Three different multicultural apprenticeships are used to provide concrete examples of the characteristics of this approach to preparing teachers for diverse classrooms. 相似文献
5.
This study considers the role of teachers’ multicultural awareness in promoting minority students’ ethnic identity by considering the situation in one particular middle school. A case study of a Hani student is presented to show how teachers’ multicultural awareness affects ethnic identity and the academic achievement of minority students. This case study enables the authors to assess the significance and value of teachers’ multicultural awareness as an educational concept. Through the study, the authors point to a need to strengthen multicultural awareness in teachers’ education to meet requirements of cultural diversity. The authors also emphasize that such awareness should be an objective of teacher training. 相似文献
6.
Ashley G. Lucas 《Clearing house (Menasha, Wis.)》2013,86(6):211-216
This qualitative study examines how a group of social studies teachers working in a suburban middle school with a predominantly affluent and white student body conceptualize multicultural and global education. The data reveals that several of the teachers experienced difficulties conceptualizing multicultural and global education, used them interchangeably, and did not articulate their importance to their students. In addition to interviews with teachers, classroom observations were conducted to see how they addressed multicultural and global education in class. The outcomes of this study indicate that pre-service and in-service teacher education should pay attention to delineating the distinct purposes of multicultural and global education and how these concepts can be infused into a social studies curriculum. 相似文献
7.
Mary M. Atwater 《Journal of Science Teacher Education》1989,1(1):17-20
Overall, too few science teachers are being prepared in this country, and ethnic minority students are rarely enrolling in
science teacher education programs. Thus, it is particularly important that multicultural education be included in science
teacher education programs. I do not believe that science teacher educators will be able to prepare significantly more minority
science teachers in the near future to teach the growing number of minority students in schools. Consequently, science teacher
education programs must begin producing multicultural teachers. If we do not, then millions of children will not receive an
adequate science education, let alone a good one. 相似文献
8.
Qiuyan Lin 《Journal of Early Childhood Teacher Education》2013,34(3):237-245
Abstract Teachers and teacher educators are faced with an urgent responsibility to support the learning of an increasingly diverse population of young children. Based on the sociocultural perspective of reading, a literature‐based approach is outlined for early reading teachers. The implications of this approach to teacher education programs are further discussed from the author's own experiences of transmitting multicultural visions to preservice teachers in a multicultural course and a literacy method course she taught. The author maintains that teacher educators are in a unique position to help early childhood teacher candidates nurture multicultural visions in their teacher education programs today, and carry these visions to their future early reading classrooms tomorrow. © 2005 Elsevier Inc. All rights reserved. 相似文献
9.
ROBERT CLARKE 《The International Journal of Art & Design Education》1996,15(2):171-178
Teaching art in a multicultural society requires teachers to develop an understanding of the nature of artistic knowledge with regard to the cultural backgrounds of all children, so that the validity of art relates to the ethnic structure of contemporary society and takes full account of its historical origins. This requires a sound basis for interpretation of other cultures so that children can see the interrelated connections between what they are shown and know, and how this is always contingent upon historical antecedents of society and societies. No longer can artistic traditions be isolated or prioritised in hierarchies that alienate or marginalise the cultural roots of those children who happen to come from ethnic minorities. Therefore, to better teach the requirements of the National Curriculum in Art, with particular regard to Attainment Target 2, teachers need to be aware of their responsibilities in interpreting the traditions of non-indigenous cultures. This paper draws on experience of teaching art in a largely homogenised minority of Scottish Gaeldom, where historical perceptions of what constituted its tradition were profoundly significant to the aims of educating its young. And where, the teacher happens to come from outside that tradition, the importance of understanding the formation and interpretation of tradition[s] is a paramount consideration in deciding what and how to teach art. This paper focuses on the central issues and draws upon relevant literature to support the case that art must be taught with commitment to the context and artistic future of a multicultural society. 相似文献
10.
The need for excellent teachers to teach at-risk inner-city children is well documented. Too often new teachers who have received their field experience in the suburbs are hired to teach in multicultural inner-city schools with little preparation to serve this population of children and families. Changing the history of failure for this population of teachers and their students to an experience of success was the primary goal of the partnership between the Houston Independent School District and the University of Houston's College of Education.The structure of the Houston Teaching Academy (HTA) includes four collaborative decision-making councils. Representatives from the school and college serve on each of the councils. Shared weekly seminars for supervising teachers, student teachers, and college supervisors are led by school teachers or college supervisors. Methods courses are taught at the HTA, and the students serve as tutors in the classrooms. Several graduate college courses requested by teachers are offered at the HTA.Concurrent with the development of the HTA, a formative and summative evaluation has monitored the progress of the HTA toward its goals. The HTA graduates have been followed into their first years of teaching. Interviews with their principals indicate that 77% are effectively teaching in inner-city and multicultural settings. 相似文献
11.
No Child Misunderstood: Enhancing Early Childhood Teachers’ Multicultural Responsiveness to the Social Competence of Diverse Children 总被引：1，自引：0，他引：1
As a result of rapid demographic changes in our society, more children from diverse racial/cultural backgrounds join our early
childhood classrooms. The majority of early childhood teachers, on the other hand, are middle-class and of European-decent.
This paper provides early childhood teachers with both theoretical and practical understandings about multicultural responsiveness,
in order to understand and promote social competence of young children from diverse backgrounds. To accomplish this end, readers
will be guided to consider actual classroom based examples and questions throughout the paper. First, the concept of social
competence will be revisited from sociocultural perspectives. Next, we discuss advocacy for social competence of diverse children
through the main themes of multicultural awareness, knowledge, and skills. Finally, we recommend several strategies to support
teachers’ professional growth and development for multicultural responsiveness. 相似文献
12.
Emily Aragona-Young 《Teachers and Teaching》2018,24(5):465-486
As the diversity of American schools is increasing, teachers should understand the role culture plays in the classroom and employ teaching practices that accommodate students from diverse cultural backgrounds. However, while more is known about pre-service teachers’ beliefs about multicultural education, less is known about what practices in-service teachers endorse and what factors influence those beliefs about practices. Specifically, the aims of the study were to determine (a) how teachers define culture, (b) what multicultural practices they endorse, and (c) what school-level factors (i.e. racial/ethnic demographics of the school) and teacher-level factors (i.e. multicultural professional development/coursework, grade level taught, comfort level facilitating multicultural discussions, and definitions of culture) are associated with teachers’ endorsement of multicultural practices. A sample of 45 elementary teachers (grades kindergarten to fifth) in three elementary schools completed a custom-developed survey. Findings indicated that teachers defined culture broadly with infrequent mention of specific identities and did not show strong endorsement of recommended multicultural practices. Teachers’ definitions of culture and their school of employment were associated with teachers’ beliefs about practices. Directions for future and implications for targeted professional development will be discussed. 相似文献
13.
Set in the context of a teacher education program, this study examined how three White pre-service teachers participate in book club discussions of children’s literature. We asked: When White pre-service teachers are in a context that enables talk about race, racism and anti-racism, what do they talk about? What conceptual and discursive tools do they use? We were guided by these questions, along with theoretical perspectives of racial literacy, multicultural discourses and a form of critical discourse analysis referred to as ‘positive discourse analysis’ or ‘reconstructive discourse analysis’. Our analysis illustrates that the participants held two questions, what constitutes racism and what makes a person a White ally, without firm resolution in the form and function of their talk. Their discourses illustrate that racial literacy involves what teachers say and also a willingness to stand in the space of indeterminacy, which may create space for new social positions. We argue for a continued theorization of critical discourse analysis alongside of racial literacy and multicultural discourses. 相似文献
14.
Dealing with ethnic and linguistic diversity is one of the major challenges in today’s education. Therefore, the formulation of competencies for teachers and teacher training should take into account the specific requirements of teaching in multicultural schools. In 2002, a series of small‐scale studies were conducted to identify and formulate teachers’ communicative competencies in multicultural classes through a mixture of instruments and data sources. The studies aimed at providing recommendations for improving these competencies through teacher education and professional development. This study reports on the multiple instruments used to study the practical knowledge and behaviour of experienced teachers in multicultural schools by discussing research evidence from a series of case studies from primary and secondary education. These case studies explored teachers’ knowledge, beliefs and behaviours in creating healthy teacher–student relationships as well as making lesson content accessible for all students, including students with limited language skills. The findings show how small‐scale studies with multiple data collection techniques can help in providing an empirical foundation for the formulation and specification of teacher competencies in multicultural settings. Based on our findings, we argue that by conducting multiple investigations in different settings, using a variety of instruments and by interpreting this data from different communicative domains, a valid, reliable and complete picture of teachers’ scientific competencies can be obtained. 相似文献
15.
《Teaching and Teacher Education》1993,9(1):27-39
This article examines issues involved in teaching culturally diverse students and questions current practice in multicultural teacher education. An alternative approach to preparing teachers for multicultural classrooms, illustrated by the Teachers for Alaska program at the University of Alaska Fairbanks, focuses prospective teachers on (a) attending to multicultural classroom and community contexts, (b) designing instruction to make connections between academic subject matter and diverse students' backgrounds, and (c) learning how to learn from students, communities, and practical experience. The authors argue that radical departures from traditional teacher education are possible and that breaks from standard practice are both desirable and effective in preparing teachers for multicultural classrooms. 相似文献
16.
Jacqueline Lynch 《Early Years: An International Journal of Research and Development》2009,29(2):191-203
Beliefs have often been considered important because of their relation to practice. Little is known about the literacy beliefs of preschool teachers, particularly their print literacy beliefs, even though young children's experiences with print have implications for formal schooling. Therefore, this study explored the print literacy beliefs of preschool teachers in a large multicultural area of central Canada. Interviews were conducted with eight preschool teachers based on a previous study in Australia. There were five themes that emerged from this research: uncertainty and variation in beliefs about how and when children learn to read and to write; isolation from other preschools and limited access to professional literacy knowledge; the importance of parent involvement in children's literacy development and the need to inform; increased literacy knowledge required; and variation in practices for fostering print literacy development. This study has important implications for preschool teaching as well as for educators of preschool teachers. 相似文献
17.
黎琦 《宁波教育学院学报》2021,(2):7-11
幼儿园师幼关系冲突普遍而客观地存在于师幼互动中,其本质是成人文化与儿童文化的冲突,而教师文化敏感性的缺失则是师幼关系冲突难以缓解的症结所在。在师幼互动过程中,幼儿园教师文化敏感性的缺失主要体现在教师固守成人文化角色、缺乏对儿童文化角色的理解以及对自身行为的文化反思。明确教师的文化角色定位、审视儿童的文化角色地位、辨析与反思成人文化和儿童文化的差异、构建多元文化的职前职后教育体系是培育教师文化敏感性和破解师幼关系冲突的重要路径。 相似文献
18.
Nina Asher 《Teaching Education》2013,24(3):235-247
In this article, I discuss how by engaging difference teachers and students can go beyond the binary of “self” and “other” towards “interbeing”. I first discuss how postcolonial and feminist perspectives can inform multicultural discourse by rethinking self and other in terms of hybrid identities and cultures. Then, I draw on Thich Nhat Hanh's (1991) concepts of mindfulness, contemplation, and interbeing; bell hooks' (1994) concept of an engaged pedagogy; and my reflections on my own practice of teaching multicultural education courses. I argue that a self-reflexive pedagogy of interbeing is transformative, enabling both students and teachers to “see with the eyes of interbeing” (Hanh, 1991, p. 98) and heal from the wounds of oppression. 相似文献
19.
Lorie Hammond 《科学教学研究杂志》2001,38(9):983-999
This article describes a unique and ongoing collaboration involving a team of bilingual/multicultural teacher‐educators, preservice teachers, teachers, students, and community members in an urban California elementary school. According to the model this team employed, children, teachers, and student teachers gather community “funds of knowledge” about the science to be studied in a classroom, then incorporate this knowledge by using parents as experts and by creating community books. In this model community‐generated materials parallel and complement standards‐based curricula, although science topics that have natural significance in particular communities are used as a starting point. Using critical ethnography as a framework, the article focuses on a particular experience—the building of a Mien–American garden house—to show how, by drawing on participants' funds of knowledge, a new kind of multiscience can emerge, one accessible to all collaborating members and responsive to school standards. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 983–999, 2001 相似文献
20.
Theresa Alviar-Martin Li-Ching Ho 《Teaching and Teacher Education》2011,27(1):127-135
This qualitative study attends to six Singaporean teachers’ experiences of diversity and understanding of multicultural education to illuminate the influence of national policies and narratives on teachers’ perceptions and practice. These cases illustrate that, beyond reflection on identity and diversity, there is a need for teachers to examine how political, cultural, and economic principles have shaped their understanding of diversity and multicultural education. The authors discuss findings in light of socio-political constraints faced by Singapore teachers and forward implications for teacher education. 相似文献