In-Service and Pre-Service Teachers' Orientations to Linguistic, Cultural and Worldview Diversity

Autor/inn/en	Kimanen, Anuleena; Alisaari, Jenni; Kallioniemi, Arto
Titel	In-Service and Pre-Service Teachers' Orientations to Linguistic, Cultural and Worldview Diversity
Quelle	In: Journal of Teacher Education and Educators, 8 (2019) 1, S.35-54 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kimanen, Anuleena) ORCID (Alisaari, Jenni) ORCID (Kallioniemi, Arto)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-0456
Schlagwörter	Preservice Teachers; Student Attitudes; Teacher Attitudes; World Views; Culturally Relevant Education; Second Language Learning; Self Concept; Teaching Methods; Teacher Education; Self Evaluation (Individuals); Gender Differences; Multicultural Education; Professional Recognition; Student Needs; Factor Analysis; Cultural Pluralism; Self Efficacy; Professional Identity; Foreign Countries; Immigrants; Language Teachers; Finno Ugric Languages; Second Language Instruction; Faculty Development; School Counselors; Counselor Training; Special Education Teachers; Elementary School Teachers; Secondary School Teachers; Multilingualism; Student Diversity; Finland + Suchen Sie Ihr Suchwort? Schülerverhalten; Lehrerverhalten; World view; Weltanschauung; Zweitsprachenerwerb; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerausbildung; Lehrerbildung; Geschlechterkonflikt; Multikulturelle Erziehung; Faktorenanalyse; Kulturpluralismus; Self-efficacy; Selbstwirksamkeit; Ausland; Immigrant; Immigrantin; Immigranten; Language teacher; Sprachunterricht; Fremdsprachenunterricht; School counselor; Beratungslehrer; Pädagogischer Berater; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Mehrsprachigkeit; Multilingualismus; Finnland
Abstract	Culturally and linguistically responsive education takes the learners' diverse identities and languages into account in many ways. This article explores the orientations that emerge when pre-service and in-service teachers evaluate their preparedness to conduct certain culturally and linguistically responsive practices. Exploratory factor analysis was conducted on survey data from 181 respondents. In general, teachers' orientations towards culturally and linguistically responsive pedagogy were positive. Three orientations were identified: orientation to culture, to language and learning, and to affirming identities, with the last being the strongest. Gender, training on multicultural education and current professional status had a significant influence on respondents' orientations. The results give valuable information for developing teacher education to better respond to the needs of those teaching diverse learners. (As Provided).
Anmerkungen	Uludag University, Education Faculty, Department of Educational Sciences. Bursa, Turkey. e-mail: jtee.editor@gmail.com; Web site: http://www.jtee.org; Web site: http://dergipark.gov.tr/jtee
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01