Literaturnachweis - Detailanzeige
| Autor/inn/en | Acquah, Emmanuel O.; Szelei, Nikolett |
|---|---|
| Titel | The Potential of Modelling Culturally Responsive Teaching: Pre-Service Teachers' Learning Experiences |
| Quelle | In: Teaching in Higher Education, 25 (2020) 2, S.157-173 (17 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Acquah, Emmanuel O.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1356-2517 |
| DOI | 10.1080/13562517.2018.1547275 |
| Schlagwörter | Culturally Relevant Education; Preservice Teacher Education; Teaching Methods; Modeling (Psychology); Transformative Learning; Foreign Countries; Multicultural Education; Preservice Teachers; Student Diversity; Cultural Awareness; Consciousness Raising; Finland |
| Abstract | This qualitative case study examined two pre-service teachers' learning experiences in relation to encountering modelling culturally responsive teaching (CRT) in a multicultural education course. Using Constant Comparison Approach, the researchers searched for evidence of observing aspects of modelling in the course, and described the pre-service teachers' learning experiences that occurred in relation to this observation, as well as the possible transformation they went through. The study revealed that the critical, justice-oriented teacher education course that implemented modelling CRT activities and behavior seemed to help pre-service teachers to transform and extend their conceptual knowledge of CRT, critically reflect and reconstruct prior knowledge, and connect these experiences to future teaching practice. Based on the data, a framework for modelling CRT in teacher education is delineated. Implications for teacher education are addressed. (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 | 2024/1/01 |
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