Making the Implicit Explicit: Supporting Teachers to Bridge Cultures

Autor/inn/en	Rothstein-Fisch, Carrie; Trumbull, Elise; Garcia, Sandra Gloria
Titel	Making the Implicit Explicit: Supporting Teachers to Bridge Cultures
Quelle	In: Early Childhood Research Quarterly, 24 (2009) 4, S.474-486 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2009.08.006
Schlagwörter	Professional Development; College Faculty; Administrators; Action Research; Children; Immigrants; Elementary School Teachers; Hispanic Americans; Preschool Education; Early Childhood Education; Comparative Education; Culture Conflict; Cultural Pluralism; Cross Cultural Studies; Cultural Influences; Cultural Differences; Family School Relationship; Hispanic American Culture; United States + Suchen Sie Ihr Suchwort? Fakultät; Projektforschung; Child; Kind; Kinder; Immigrant; Immigrantin; Immigranten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hispanic; Hispanoamerikaner; Pre-school education; Vorschulerziehung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Vergleichende Erziehungswissenschaft; Kulturkonflikt; Kulturpluralismus; Cultural comparison; Kulturvergleich; Cultural influence; Kultureinfluss; Kultureller Unterschied; Hispanistik; USA
Abstract	In this paper, we report the results of a longitudinal action research project in which elementary teachers used a cultural framework (individualism-collectivism) to understand differences between the culture of immigrant Latino families and the culture of U.S. schools. Making explicit the culture-based beliefs implicit in home and school practices allowed teachers to think differently about their students and their own teaching, and with that change in thinking came the immediate and ongoing creation of a wide range of innovations to bridge home and school cultures. Shifting to a preschool emphasis, we discuss how the individualism-collectivism framework has been used in professional development for early childhood educators. A broad view of professional development is discussed including the role of college faculty, early childhood program administrators, teachers, and families. We suggest how such professional development might be mounted through use of methods and materials that promote explicit models of immigrant cultures to reduce home-school cultural mismatches for immigrant children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10