Designing Pedagogical Practices for Teaching in Educational Spaces Culturally and Linguistically Diverse

Autor/inn/en	Eliyahu-Levi, Dolly; Ganz-Meishar, Michal
Titel	Designing Pedagogical Practices for Teaching in Educational Spaces Culturally and Linguistically Diverse
Quelle	In: Journal of New Approaches in Educational Research, 9 (2020) 1, S.74-90 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Eliyahu-Levi, Dolly) ORCID (Ganz-Meishar, Michal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2254-7339
Schlagwörter	Instructional Design; Teaching Methods; Cultural Differences; Cultural Awareness; Cultural Pluralism; Immigration; Equal Education; Inclusion; Intercultural Communication; Student Attitudes; Comparative Analysis; Cultural Context; Professional Identity; Controversial Issues (Course Content); Foreign Countries; Preservice Teachers; Preservice Teacher Education; Social Action; Extracurricular Activities; Teacher Student Relationship; Empathy; Ethnic Groups; Neighborhoods; Race; Religion; Metacognition; Outcomes of Education; Israel + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching method; Lehrmethode; Unterrichtsmethode; Kultureller Unterschied; Cultural identity; Kulturelle Identität; Kulturpluralismus; Inklusion; Interkulturelle Kommunikation; Schülerverhalten; Controversial issues; Kontroverse; Ausland; Lehramtsstudiengang; Lehrerausbildung; Soziales Handeln; Außerunterrichtliche Aktivität; Teacher student relationships; Lehrer-Schüler-Beziehung; Empathie; Ethnie; Neighbourhoods; Nachbarschaft; Rasse; Abstammung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lernleistung; Schulerfolg
Abstract	Israel is a multi-cultural migration country and its education system face the challenges of equality and inclusion. This is comparative qualitative research based on a model that evaluates the development of intercultural competence. The purpose of the study is to examine the perceptions and attitudes of inter-cultural competence development in two groups of students, in which only one of them was involved in extra-curricular learning. The findings show differences between the two groups. Group A, had gained new knowledge in broader cultural contexts and had a deeper insight on creating a pluralistic professional identity, cultural-emotional commitment and strengthens the relationship between teaching and culture than the Group B. Moreover, the students in group A were more practical and dynamic and created a link between the content of the lesson and the children's origin culture. They allow discussion of controversial issues and encourage the children to share personal stories. (As Provided).
Anmerkungen	University of Alicante. Carretera San Vincente del Raspeig, Alicante, 03690, Spain. Tel: +34-96-590-3721; Fax: +35-96-590-3464; e-mail: editor.naerjournal@ua.es; Web site: https://naerjournal.ua.es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01