"All Children Matter": A Preservice Teacher's Understanding and Practice of Culturally Responsive Teaching in a Third-Grade Mathematics Classroom

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 kostenfreie Datei Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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