A Multi-Dimensional Model: Implications for Preparing Pre-Service Teachers for Culturally Responsive Teaching

Autor/inn/en	Hu, Xueyan; Xu, Zhihong; Neshyba, Monica; Geng, Zihan; Turner, Rachel
Titel	A Multi-Dimensional Model: Implications for Preparing Pre-Service Teachers for Culturally Responsive Teaching
Quelle	In: Asia-Pacific Journal of Teacher Education, 49 (2021) 3, S.282-299 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hu, Xueyan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2020.1753169
Schlagwörter	Preservice Teachers; Teacher Education Programs; Culturally Relevant Education; Constructivism (Learning); Learning Theories; Mentors; Teacher Attitudes; English Language Learners; Student Attitudes; Teacher Competencies; Student Teaching; Methods Courses; Teaching Methods; Models; Classroom Techniques; Attitude Change; Knowledge Base for Teaching; Community Characteristics; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Lehrerverhalten; Schülerverhalten; Lehrkunst; Teaching practice; Unterrichtspraxis; Methodisch-didaktische Anleitung; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Klassenführung; Attitudinal change; Einstellungsänderung; Teaching theory; Theory of teaching; Unterrichtstheorie; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht
Abstract	While knowledge, attitudes and beliefs as well as skills are integrated parts of Culturally Responsive Teaching (CRT) competency, few teacher education programmes have targeted the well-rounded CRT competency in all of these three aspects. Drawing on the conceptual framework of CRT competency and constructivist learning theory, the present study investigated the impact of a field experience model on developing pre-service teachers' (PSTs) CRT competency. This model was comprised of multi-dimensional activities including classroom observations and interactions with English language learners (ELLs), a community walk, community events participation, interviewing mentor teachers, and critical reflections. The data was collected through a triangular process including PSTs' (N = 10) reflections, course projects, and interviews with PSTs. The results indicated that this model enriched PSTs' knowledge about ELLs, positively changed PSTs' attitudes and beliefs towards ELLs, and developed their potential abilities in CRT. The study also identified effective elements in preparing PSTs' CRT to provide implications and recommendations for future PST education programmes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01