Pre-Service English Teachers' Reflections on Culturally Responsive Teaching in Teacher Education

Autor/in	Seo, Youngjoo
Titel	Pre-Service English Teachers' Reflections on Culturally Responsive Teaching in Teacher Education
Quelle	In: English Teaching, 77 (2022) 4, S.159-176 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1017-7108
Schlagwörter	Preservice Teachers; Teacher Education Programs; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Culturally Relevant Education; Microteaching; Language Teachers; Racism; Prevention; Teacher Education Curriculum; Knowledge Base for Teaching; Consciousness Raising; Asians; Foreign Countries; Self Concept; Racial Attitudes; Curriculum Design; South Korea + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Rassismus; Prävention; Vorbeugung; Teaching theory; Theory of teaching; Unterrichtstheorie; Bewusstseinsbildung; Asian; Asiat; Asiatin; Asiaten; Asiate; Ausland; Selbstkonzept; Rassenfrage; Lehrplangestaltung; Korea; Republik
Abstract	As Korea has recently become a multicultural society, English teachers acknowledge the need to address anti-racism in the classroom. However, how to raise students' racial awareness and ways to incorporate racial issues into English language instruction have not been sufficiently studied in the Korean teacher education context. The aims of this study were to provide pre-service English teachers with a guide to implementing antiracist pedagogy in their language teaching and assessing its impact on their racial literacy development and to examine how pre-service English teachers' racial literacy can be developed through multiple self-reflective practices and microteaching experiences in their teacher education programs. This paper first introduces an anti-racist curriculum for pre-service English teachers intended to raise their multicultural awareness, and then provides multiple educational resources and teaching strategies to help them become culturally responsive language teachers. The paper concludes with some pedagogical implications regarding the necessity of including culturally responsive teaching in teacher education programs. (As Provided).
Anmerkungen	Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: http://journal.kate.or.kr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01