Culturally Responsive Teaching: Beliefs of Pre-Service Teachers in the Viennese Context

Autor/inn/en	Subasi Singh, Seyda; Akar, Hanife
Titel	Culturally Responsive Teaching: Beliefs of Pre-Service Teachers in the Viennese Context
Quelle	In: Intercultural Education, 32 (2021) 1, S.46-61 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2020.1844533
Schlagwörter	Foreign Countries; Preservice Teachers; Student Attitudes; Culturally Relevant Education; Readiness; Competence; Student Diversity; Cultural Differences; Student Characteristics; Barriers; Anxiety; Knowledge Level; Language Skills; Teacher Education Programs; Teacher Educators; Ethnic Stereotypes; Conflict Resolution; Cooperation; Cultural Awareness; Austria (Vienna) + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Kompetenz; Kultureller Unterschied; Angst; Wissensbasis; Language skill; Sprachkompetenz; Teacher education; Education; Lehrerausbildung; Lehrerbildung; National stereotype; Nationales Stereotyp; Conflict solving; Konfliktlösung; Konfliktregelung; Co-operation; Kooperation; Cultural identity; Kulturelle Identität
Abstract	This study aims to contribute to the discussion of culturally responsive teacher education by asking pre-service teachers' beliefs about their readiness, strengths and needs to teach in culturally diverse classrooms. Participants were pre-service teachers (N = 453) studying in three different teacher education institutions in Vienna via a questionnaire including both open-ended and close-ended questions as the data collection instrument. Quantitative findings show that pre-service teachers hold a fair level of readiness in several skills for responding to culturally diverse classrooms, while qualitative findings present the pre-service teachers' deep trust in their characteristics and their personal attitude to cultural diversity as their strengths. Findings also show that pre-service teachers are challenged with two issues: anxiety about their own poor cross-cultural knowledge and their prospective students' poor language skills. The study also reaches the suggestions of pre-service teachers to teacher education programs about how to become more culturally responsive. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01