Critical Reflections on Working with Diverse Families: Culturally Responsive Professional Development Strategies for Early Childhood and Early Childhood Special Educators

Autor/inn/en	Maude, Susan P.; Hodges, Lisa Naig; Brotherson, Mary Jane; Hughes-Belding, Kere; Peck, Nancy; Weigel, Cindy; Sharp, Lisa
Titel	Critical Reflections on Working with Diverse Families: Culturally Responsive Professional Development Strategies for Early Childhood and Early Childhood Special Educators
Quelle	In: Multiple Voices for Ethnically Diverse Exceptional Learners, 12 (2009) 1, S.38-53 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-1888
Schlagwörter	Undergraduate Study; Teacher Education Programs; Program Evaluation; Young Children; Special Education Teachers; Professional Development; Student Diversity; Culturally Relevant Education; Faculty Development; Preschool Teachers; Early Childhood Education; Teacher Competencies; Inclusion; Mainstreaming; Family Involvement; Vignettes; Mass Media; Reflection; Program Effectiveness; Teamwork; Interdisciplinary Approach; Cultural Pluralism; Iowa + Suchen Sie Ihr Suchwort? Grundstudium; Programme evaluation; Programmevaluation; Frühe Kindheit; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrkunst; Inklusion; Massenmedien; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Kulturpluralismus
Abstract	Professional development that focuses on supporting teachers' abilities to work with diverse families is keenly needed. This article outlines three instructional strategies and how they were used with undergraduate students in an inclusive early childhood teacher education program: (a) involving diverse family members as instructional supports; (b) performance of family scenarios; and (c) examining diverse families in popular media. These strategies, undergirded by the importance of critical reflection, have been implemented as part of a statewide preservice teacher education initiative in Iowa. Program evaluation data provide preliminary evidence of their potential to foster the development of necessary cultural dispositions for future teachers to meet the growing diversity among children and families. (Contains 1 table and 1 note.) (As Provided).
Anmerkungen	Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: multiplevoices1@austin.utexas.edu; Web site: http://www.cec.sped.org/ddel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10