Literaturnachweis - Detailanzeige
Autor/in | Peña-Sandoval, César |
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Titel | Advancing Culturally Relevant Pedagogy in Teacher Education from a Chilean Perspective: A Multi-Case Study of Secondary Preservice Teachers |
Quelle | In: Multicultural Education Review, 11 (2019) 1, S.1-19 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Peña-Sandoval, César) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2005-615X |
DOI | 10.1080/2005615X.2019.1567093 |
Schlagwörter | Preservice Teachers; Practicums; Student Attitudes; Lesson Plans; Portfolios (Background Materials); Foreign Countries; Teaching Methods; Primary Sources; Culturally Relevant Education; Institutional Characteristics; Student Characteristics; Cultural Background; Thinking Skills; Preservice Teacher Education; Social Justice; Teacher Student Relationship; Case Studies; Secondary School Teachers; Chile Practicum; Praktikum; Praktika; Schülerverhalten; Lesson planning; Unterrichtsplanung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Primärquelle; Denkfähigkeit; Lehramtsstudiengang; Lehrerausbildung; Soziale Gerechtigkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Case study; Fallstudie; Case Study |
Abstract | This paper draws from a broader research project and reports on a qualitative multi-case study that investigated the learning experiences of seven Chilean teacher candidates during their practicum. The purpose was to know what they learned from students' contexts during their clinical experiences and how they used that knowledge in their teaching. Semi-structured interviews, class observations, and documents such as portfolios and lesson plans were used as primary sources. Culturally Relevant Pedagogy (CRP) was used as the theoretical framework. Findings show that building strong relationships with students was the main vehicle to develop socially and culturally responsive practices. Three contextual components (type of institution, students' backgrounds and diversity, and complexity and vulnerability of contexts) were identified as essential mediators for advancing a CRP approach. After providing insight on how the practicum shaped participants' thinking and teaching in ways that embody CRP, the paper addresses implications for initial teacher education. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |