Multicultural Teacher Knowledge: Examining Curriculum Informed by Teacher and Student Experiences of Diversity

Autor/inn/en	Ross, Vicki Dea; Chan, Elaine
Titel	Multicultural Teacher Knowledge: Examining Curriculum Informed by Teacher and Student Experiences of Diversity
Quelle	In: Journal of Curriculum Studies, 55 (2023) 3, S.339-351 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chan, Elaine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2023.2207625
Schlagwörter	Multicultural Education; Knowledge Level; Curriculum Evaluation; Teaching Experience; Student Experience; Diversity; Elementary School Teachers; Secondary School Teachers; Personal Narratives; Longitudinal Studies; Preservice Teacher Education + Suchen Sie Ihr Suchwort? Multikulturelle Erziehung; Wissensbasis; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Studienerfahrung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Erlebniserzählung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lehramtsstudiengang; Lehrerausbildung
Abstract	Herein, we consider how we might support teacher candidates to meet the learning needs of an increasingly diverse student population, in part by encouraging candidates to draw from their own experiences to inform their developing teacher knowledge about multicultural education. We conducted a school-based, long-term narrative inquiry to explore complexities of multicultural teacher knowledge. We document ways in which two practicing teachers, William and Janine, drew from their experiences of diversity in their teaching, and schooling, to build their body of multicultural teacher knowledge that, in turn, informed their work with their students. We recognize the importance of acknowledging teacher candidates' experiences in shaping their developing teacher knowledge, and argue for including it deliberately as essential to teacher education curriculum. Considering the potential of a professional knowledge community developed early in a teaching career--beginning in preservice programs--is a logical implication. We argue that a pragmatic intellectual space may provide such a framework for teacher preparation programs for exploring developing multicultural teacher knowledge. In this way, teacher candidates' experiences are constructed and reconstructed through inquiry with theoretical foundations that may offer explanations for complex, interconnected influences shaping school systems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01