Deconstructing Deficit Orientation: Teacher Perceptions of Lived Experiences of Young Children

Autor/inn/en	Keller Nicol, Marilyn; Sherrod, Ambra
Titel	Deconstructing Deficit Orientation: Teacher Perceptions of Lived Experiences of Young Children
Quelle	In: Texas Education Review, 11 (2023) 1, S.97-112 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2329-5724
Schlagwörter	Teachers; Young Children; Barriers; Equal Education; Training; Faculty Development; Teacher Attitudes; Experience; Colonialism; Cultural Pluralism; Metacognition; Power Structure; Values; Family Attitudes; Ambiguity (Context); Cultural Differences; Social Differences; Teacher Student Relationship; Disadvantaged; Texas + Suchen Sie Ihr Suchwort? Lehrer; Lehrerin; Lehrende; Frühe Kindheit; Ausbildung; Lehrerverhalten; Erfahrung; Kolonialismus; Kulturpluralismus; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Wertbegriff; Kultureller Unterschied; Sozialer Unterschied; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This conceptual paper explored the fundamental barriers to successful equity training and professional development for teachers. This was done to show the need for a professional development series, based on Ting-Toomey and Chung's (2012) cultural value pattern analysis. Using the theoretical lens of post-colonial theory, the authors posit the need for professional development that begins with teacher positioning (Davies & Harré, 1990) for purpose of disrupting deficit-oriented epistemes of sociocultural differences. The conceptual framework contains activities for participants, as well as future recommendations for further training. (As Provided).
Anmerkungen	Texas Education Review. Available from: University of Texas at Austin, George I. Sanchez Building, 1912 Speedway, Austin, TX 78705. Tel: 512-471-7551; Fax: 512-471-5975; e-mail: txedreview@utexas.edu; Web site: https://review.education.utexas.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01