Multicultural Teacher Education: A Cross-Case Exploration of Pre-Service Language Teachers' Approach to Ethnic Diversity

Autor/inn/en	Smits, Tom F. H.; Janssenswillen, Paul
Titel	Multicultural Teacher Education: A Cross-Case Exploration of Pre-Service Language Teachers' Approach to Ethnic Diversity
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 33 (2020) 4, S.421-445 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smits, Tom F. H.) ORCID (Janssenswillen, Paul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2019.1681536
Schlagwörter	Preservice Teachers; Multicultural Education; Adult Education; Immigrants; Foreign Countries; Cultural Pluralism; Case Studies; Student Attitudes; Ethnic Groups; Preservice Teacher Education; Second Language Learning; Second Language Instruction; Language Teachers; Intercultural Communication; Secondary School Students; Cultural Awareness; Knowledge Base for Teaching; Lesson Plans; Self Concept; Diversity; Teaching Methods; Barriers; Educational Theories; Cultural Differences; Benchmarking; Diaries; Belgium; Morocco + Suchen Sie Ihr Suchwort? Multikulturelle Erziehung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Immigrant; Immigrantin; Immigranten; Ausland; Kulturpluralismus; Case study; Fallstudie; Case Study; Schülerverhalten; Ethnie; Lehramtsstudiengang; Lehrerausbildung; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Interkulturelle Kommunikation; Sekundarschüler; Cultural identity; Kulturelle Identität; Teaching theory; Theory of teaching; Unterrichtstheorie; Lesson planning; Unterrichtsplanung; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Educational theory; Theory of education; Bildungstheorie; Kultureller Unterschied; Diary; Tagebuch; Belgien; Marokko
Abstract	Socio-political and demographic developments in Western Europe make diversity and multiculturalism a relevant line of research and emerging topic in education sciences. This paper discusses a case study that investigates Belgian pre-service teachers' attitudes towards ethnic diversity in their classrooms, how their teaching caters to student heterogeneity and how they develop as diversity-conscious professionals. This qualitative study draws on multiple data sources (questionnaires, interview transcripts, logs, peer feedback after lesson observations and lesson plans) from three parallel cases that involve foreign and second language teaching set in significantly different contexts, resulting in three distinct intercultural cases: adult education and immigrant education in Belgium and secondary education in Morocco. Although the participants demonstrated high diversity awareness, their shared multicultural knowledge and attitudes did not prevent them from adopting strikingly divergent approaches to address cultural diversity, ranging from deliberate avoidance during lesson planning to breaching official policy in order to address identity and interculturality. The paper concludes that ideally diversity awareness in professionals is generated in proper teaching practice, which is shown to be characterized by the challenge of transferring theoretical principles to varying classroom settings through sound lesson planning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01