Literaturnachweis - Detailanzeige
Autor/in | Mburu, Jane Mwihaki |
---|---|
Titel | "All Children Matter": A Preservice Teacher's Understanding and Practice of Culturally Responsive Teaching in a Third-Grade Mathematics Classroom |
Quelle | In: International Journal of Multicultural Education, 24 (2022) 1, S.27-46 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
Schlagwörter | Culturally Relevant Education; Grade 3; Mathematics Instruction; Elementary School Mathematics; Knowledge Level; Teacher Competencies; Elementary School Teachers; Student Diversity; Teacher Attitudes; Student Characteristics; Student Teaching; Student Teachers School year 03; 3. Schuljahr; Schuljahr 03; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Wissensbasis; Lehrkunst; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teaching practice; Unterrichtspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin |
Abstract | Many researchers have called for teacher educators to provide experiences that can prepare preservice teachers to become effective in adopting and implementing culturally responsive practices in mathematics classrooms. This study examined how one prospective teacher understood the concept of culturally responsive teaching and how she later implemented this understanding in a third-grade mathematics classroom during her student teaching. Analysis of the data demonstrates that the teacher-participant did not have a good understanding of culturally responsive teaching and did not implement it other than superficially. (As Provided). |
Anmerkungen | International Journal of Multicultural Education. Eastern University, 1300 Eagle Road, St. Davids, PA 19087. Tel: 610-341-1597; Fax: 484-581-1276; e-mail: ijme@eastern.edu; Web site: http://www.ijme-journal.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |