How Is Cultural Diversity Positioned in Teacher Professional Standards? An International Analysis

Autor/inn/en	Santoro, Ninetta; Kennedy, Aileen
Titel	How Is Cultural Diversity Positioned in Teacher Professional Standards? An International Analysis
Quelle	In: Asia-Pacific Journal of Teacher Education, 44 (2016) 3, S.208-223 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2015.1081674
Schlagwörter	Cultural Pluralism; Standards; Teacher Effectiveness; Discourse Analysis; Educational Policy; English (Second Language); Second Language Learning; Culturally Relevant Education; Teaching Methods; Foreign Countries; Cultural Awareness; Cultural Differences; Australia; California; Canada; New Zealand; United Kingdom (England) + Suchen Sie Ihr Suchwort? Kulturpluralismus; Standard; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Diskursanalyse; Politics of education; Bildungspolitik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Cultural identity; Kulturelle Identität; Kultureller Unterschied; Australien; Kalifornien; Kanada; Neuseeland
Abstract	Unprecedented levels of global mobility mean that culturally homogenous classrooms are now increasingly rare. This brings with it challenges for teachers and raises issues about what constitutes quality teaching and teachers. Professional standards are commonly seen as a key policy instrument through which teacher quality can be enhanced. This article presents an analysis of teacher professional standards from five of the most culturally diverse nations in the English-speaking world. Using critical discourse analysis, we examine how culturally and linguistically diverse learners and culturally responsive pedagogy are positioned, and what the standards stipulate teachers should know, and be able to do, in fulfilling their professional obligations. We conclude by raising concerns about how the official representations of teaching in particular national contexts fail to position culturally diverse learners and culturally responsive teaching as a priority. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01