Becoming Culturally Responsive: A Framework for Teacher Development

Autor/in	Kagle, Melissa
Titel	Becoming Culturally Responsive: A Framework for Teacher Development
Quelle	In: AILACTE Journal, 10 (2013) 1, S.97-115 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1945-9009
Schlagwörter	Knowledge Base for Teaching; Culturally Relevant Education; Cultural Awareness; Multicultural Education; Teacher Education Curriculum; Beginning Teachers; Educational Practices; Ethnography; Summer Programs; Teaching Models; Classroom Techniques; Teacher Education Programs; Indigenous Knowledge; Preservice Teacher Education; Teaching Skills; Teaching Methods; Qualitative Research; Observation; Interviews; Alaska + Suchen Sie Ihr Suchwort? Teaching theory; Theory of teaching; Unterrichtstheorie; Cultural identity; Kulturelle Identität; Multikulturelle Erziehung; Junior teacher; Junglehrer; Bildungspraxis; Ethnografie; Sommerkurs; Lehrmodell; Klassenführung; Lehramtsstudiengang; Lehrerausbildung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Beobachtung; Interviewing; Interviewtechnik
Abstract	This paper proposes a framework for the development of culturally responsive practices in beginning teachers to meet the needs of diverse students in multicultural classrooms. The framework describes the trajectory beginning teachers undergo toward becoming culturally responsive and discusses how teacher educators in liberal arts colleges can support their students in becoming effective educators who are successful in bringing cultural knowledge into the classroom. (Contains 1 figure and 1 footnote.) (As Provided).
Anmerkungen	Association of Independent Liberal Arts Colleges for Teacher Education. 1903 Princeton Avenue, St. Paul, MN 55105. Tel: 651-690-8949; e-mail: erns0039@umn.edu; Web site: http://www.ailacte.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10