Culturally Responsive Teaching Efficacy in Inclusive Education at Taiwanese Preschools

Autor/in	Chu, Szu-Yin
Titel	Culturally Responsive Teaching Efficacy in Inclusive Education at Taiwanese Preschools
Quelle	In: Asia-Pacific Journal of Teacher Education, 50 (2022) 1, S.97-114 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chu, Szu-Yin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2021.1880547
Schlagwörter	Foreign Countries; Preschool Education; Culturally Relevant Education; Preschool Children; Students with Disabilities; Preschool Teachers; Teacher Effectiveness; Curriculum Development; Instruction; Classroom Techniques; Student Diversity; Consultants; Teacher Attitudes; Family School Relationship; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Erzieher; Erzieherin; Kindergärtnerin; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching process; Unterrichtsprozess; Klassenführung; Consultant; Berater; Lehrerverhalten
Abstract	This study aimed to understand the process of implementing culturally responsive teaching (CRT) practices in inclusive settings for young children with disabilities. Two preschools and 24 teachers participated in this study. Data included interviews, field notes, professional consultation meeting notes, observation documents, and self-evaluation questionnaire responses. In the first phase, interview data were collected to understand how the teachers perceived their CRT efficacy. We next applied an action research method in the second phase, where the teachers received professional support in designing the CRT curriculum and instruction. Four themes emerged from the process, namely, curriculum and instruction, classroom management, support system, and cultural sensitivity. The findings suggest that professional support and collective teaching efficacy are key factors for the implementation of CRT practices in inclusive settings. Other implications are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01