Beginning Teachers and Diversity--Why the Need for Extended Critical Professional Support

Autor/in	Dharan, Vijaya M.
Titel	Beginning Teachers and Diversity--Why the Need for Extended Critical Professional Support
Quelle	In: Asia-Pacific Journal of Teacher Education, 43 (2015) 1, S.61-74 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2014.940840
Schlagwörter	Foreign Countries; Beginning Teachers; Teacher Attitudes; Teacher Education; Student Diversity; Case Studies; Semi Structured Interviews; Comparative Analysis; Prior Learning; Small Group Instruction; Cultural Awareness; Acculturation; Qualitative Research; Observation; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Junior teacher; Junglehrer; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Case study; Fallstudie; Case Study; Vorkenntnisse; Cultural identity; Kulturelle Identität; Akkulturation; Qualitative Forschung; Beobachtung; Neuseeland
Abstract	This article draws from a qualitative study of seven beginning teachers' perceptions of diversity over a period of 6-18 months. The study found that while initial teacher training had broadened their understanding of diversity and its implication for teaching, it was established pedagogical practices in their schools that influenced the novices' ongoing understanding of responsiveness to learner diversity. For these novices, the influence of the structures and systems of their school contexts began to restrict their pedagogical stance. Based on the reported findings and wider research data, the article argues the need for ongoing critical professional support for beginning teachers who can deepen their understanding of learner diversity and its pedagogical implications. It underscores the importance of a genuine partnership between schools and teacher education providers to enable the continuation of critical professional support for novices, particularly in contexts where there are no mandatory links between preservice programmes and beginning teaching like New Zealand, where this study was undertaken. The author contends that it is unrealistic otherwise to expect beginning teachers not only to challenge entrenched practices but also to sustain the efforts of initial teacher education programmes in preparing them to be responsive to diverse learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10