Fostering In-Service Reading Teachers' Understanding of Multicultural Literature and Teaching Stance through Structured Asynchronous Online Discussions

Autor/inn/en	Chen, Xiufang; Browne, Susan
Titel	Fostering In-Service Reading Teachers' Understanding of Multicultural Literature and Teaching Stance through Structured Asynchronous Online Discussions
Quelle	In: Educational Research and Development Journal, 24 (2021) 3, S.20-39 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1526-8659
Schlagwörter	Literature; Multicultural Education; Teacher Attitudes; Asynchronous Communication; Discussion; Electronic Learning; Reading Teachers; Graduate Students; Inservice Teacher Education; Critical Theory; Attitude Change + Suchen Sie Ihr Suchwort? Literatur; Multikulturelle Erziehung; Lehrerverhalten; Diskussion; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lehrerfortbildung; Kritische Theorie; Attitudinal change; Einstellungsänderung
Abstract	Rooted in critical literacy, critical multiculturalism, and social constructivist theories, this study examined how structured asynchronous online discussions (SAODs) fostered in-service reading teachers' understanding of multicultural literature and a teaching stance that embraces the transformative potential of multicultural literature in an online graduate literacy course. Data sources included whole class and small group SAODs throughout the eight-week course. Through a naturalistic data analysis method, findings indicate that SAOD as an evidence-based practice supported participants in developing deeper and expanded understanding of multicultural literature, themselves and others as cultural beings, and a teaching stance that acknowledges and values diversity in practice. This study suggests that literacy teacher educators and researchers use multicultural literature to address diversity and equity. It also recommends ways to deliver an online course in multicultural literature and how carefully structured discussion is a viable mode of delivery. (As Provided).
Anmerkungen	Chinese American Educational Research and Development Association. e-mail: info@caerda.org; Web site: https://www.viethconsulting.com/members/publication/new_waves_home.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11