Teachers' Beliefs and Practices in Culturally Diverse Schools: An Empirical Study in Southwest China

Autor/inn/en	Liu, Qian; Çolak, Fatma Zehra; Agirdag, Orhan
Titel	Teachers' Beliefs and Practices in Culturally Diverse Schools: An Empirical Study in Southwest China
Quelle	In: Teachers and Teaching: Theory and Practice, 27 (2021) 7, S.672-695 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Qian) ORCID (Çolak, Fatma Zehra) ORCID (Agirdag, Orhan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2021.1987878
Schlagwörter	Foreign Countries; Teacher Attitudes; Cultural Influences; Beliefs; Culturally Relevant Education; Predictor Variables; Ethnicity; Age Differences; Interaction; Teacher Characteristics; Ethnic Diversity; Language Usage; Multilingualism; News Media; Elementary School Teachers; China + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Cultural influence; Kultureinfluss; Belief; Glaube; Prädiktor; Ethnizität; Age; Difference; Age difference; Altersunterschied; Interaktion; Sprachgebrauch; Mehrsprachigkeit; Multilingualismus; Nachrichtenwesen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	This study examines teachers' cultural diversity beliefs and culturally relevant practices, and the predictors of those beliefs and practices. A sample of 606 primary school teachers from southwest China participated in the study. The findings reveal that teachers' beliefs are not necessarily reflected in their teaching practices as they are marginally correlated. Regression analyses show that the teachers are more likely to implement culturally relevant practices if they are Han majority, are older, interact frequently with culturally diverse people, are competent in speaking three or more languages, and regularly watch, read, or listen to international news. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01