Creating Culturally Competent Teachers in Higher Education: As a Consequence of Cultural Immersion. SpringerBriefs in Education

Autor/inn/en	Antony, Pavan John; Vaughn-Shavuo, Fayth
Titel	Creating Culturally Competent Teachers in Higher Education: As a Consequence of Cultural Immersion. SpringerBriefs in Education
Quelle	(2022), (93 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	2211-1921
ISBN	978-3-031-20607-8
Schlagwörter	Teacher Competencies; College Faculty; Cultural Awareness; Culturally Relevant Education; Preservice Teacher Education; Preservice Teachers; Student Attitudes; Beliefs; Experiential Learning; Program Effectiveness; Student Diversity; Racism; Attitude Change; COVID-19; Pandemics; After School Programs; School Community Programs + Suchen Sie Ihr Suchwort? Lehrkunst; Fakultät; Cultural identity; Kulturelle Identität; Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Belief; Glaube; Experiental learning; Erfahrungsorientiertes Lernen; Rassismus; Attitudinal change; Einstellungsänderung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm
Abstract	This book presents evidence of a longitudinal study in teacher preparation utilizing a threefold multicultural (TFM) model of immersion. It establishes the need for culturally responsive teachers in classrooms, and outlines a proven model that can be employed to prepare them. Through the TFM model elements, pre-service teacher candidates participated in class-based, cohort fieldwork experience, and reflective journal writings and discussions. Evidence was gathered from pre- and post-questionnaires, interviews, classroom discussions, and journal writings, along with the inclusion of student voices. Pre-service teacher attitudes, beliefs, and degree of cultural responsiveness changed post-study, and candidates became more effective in the classroom, highlighting the effectiveness of the TFM model. This book is an invaluable resource for universities, under- and postgraduate students, and teachers across the globe as it provides a teacher preparation fieldwork model that helps to prepare culturally responsive teachers for children in any classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01