Literaturnachweis - Detailanzeige
Autor/inn/en | Subasi Singh, Seyda; Akar, Hanife |
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Titel | Culturally Responsive Teaching: Beliefs of Pre-Service Teachers in the Viennese Context |
Quelle | In: Intercultural Education, 32 (2021) 1, S.46-61 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1467-5986 |
DOI | 10.1080/14675986.2020.1844533 |
Schlagwörter | Foreign Countries; Preservice Teachers; Student Attitudes; Culturally Relevant Education; Readiness; Competence; Student Diversity; Cultural Differences; Student Characteristics; Barriers; Anxiety; Knowledge Level; Language Skills; Teacher Education Programs; Teacher Educators; Ethnic Stereotypes; Conflict Resolution; Cooperation; Cultural Awareness; Austria (Vienna) Ausland; Schülerverhalten; Kompetenz; Kultureller Unterschied; Angst; Wissensbasis; Language skill; Sprachkompetenz; Teacher education; Education; Lehrerausbildung; Lehrerbildung; National stereotype; Nationales Stereotyp; Conflict solving; Konfliktlösung; Konfliktregelung; Co-operation; Kooperation; Cultural identity; Kulturelle Identität |
Abstract | This study aims to contribute to the discussion of culturally responsive teacher education by asking pre-service teachers' beliefs about their readiness, strengths and needs to teach in culturally diverse classrooms. Participants were pre-service teachers (N = 453) studying in three different teacher education institutions in Vienna via a questionnaire including both open-ended and close-ended questions as the data collection instrument. Quantitative findings show that pre-service teachers hold a fair level of readiness in several skills for responding to culturally diverse classrooms, while qualitative findings present the pre-service teachers' deep trust in their characteristics and their personal attitude to cultural diversity as their strengths. Findings also show that pre-service teachers are challenged with two issues: anxiety about their own poor cross-cultural knowledge and their prospective students' poor language skills. The study also reaches the suggestions of pre-service teachers to teacher education programs about how to become more culturally responsive. (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 |