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1 – 10 of over 6000Hye-Seung (Theresa) Kang, Eun-Jee Kim and Sunyoung Park
The purpose of this paper is to examine the impact of learning goal orientation and training readiness on teachers’ multicultural teaching efficacy and cultural intelligence.
Abstract
Purpose
The purpose of this paper is to examine the impact of learning goal orientation and training readiness on teachers’ multicultural teaching efficacy and cultural intelligence.
Design/methodology/approach
A total of 182 responses from secondary schools in midwest and southern areas of the USA were analyzed using the hierarchical multiple regression.
Findings
The findings indicated that learning goal orientation positively influenced both teachers’ multicultural teaching efficacy and cultural intelligence, while training readiness did not significantly affect them. In addition, teachers’ multicultural teaching efficacy positively influenced their cultural intelligence.
Research limitations/implications
The study implied that high-level learning goal orientation can contribute to enhance multicultural teaching efficacy and cultural intelligence for teachers.
Practical implications
By conducting needs analysis of participants in advance, trainers can reflect what teachers want and need when designing and implementing a workshop. In addition, trainers could prepare for interventions to improve the participation rate of multicultural workshops and the quality of existing workshop programs.
Originality/value
This study is important in that it will help to develop culturally sensitive workshop/training programs that can prepare teachers for diverse classroom environments and face potential issues that may arise.
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The aim of this study is to examine the pedagogy courses of teacher education programs implemented in two universities in Turkey and the USA in terms of multicultural education…
Abstract
Purpose
The aim of this study is to examine the pedagogy courses of teacher education programs implemented in two universities in Turkey and the USA in terms of multicultural education. The teaching practices in the pedagogy courses of teacher education programs in the USA might have multicultural education principles, and they could be models for teacher educators in Turkey. In addition, this study can contribute to the cross-cultural studies on teacher education between the USA and Turkey.
Design/methodology/approach
Ten teacher educators participated in the study; all of them had experience in teaching pedagogy courses in the early childhood teacher education program. Data were collected through semi-structured interviews. The open-ended questions were related to objectives, content, teaching methods and activities. Assessment procedures and methods were also asked from the participants to evaluate their teaching experiences in terms of multicultural education. Thematic analysis was used to examine data of the study.
Findings
The results of the study revealed that there were differences between the objectives, content, teaching process and assessment methods of the courses in the teacher education programs in Turkey and the USA in terms of multicultural education. The results of this study revealed that the objectives, content, teaching process and assessment methods planned and implemented by teacher educators in the USA are more multicultural and multiethnic when compared with their counterparts in Turkey.
Originality/value
This study can contribute to the cross-cultural studies on teacher education between the USA and Turkey.
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The aim of this paper is to examine the strategic approach of culturally responsive and communicative teaching (CRCT) through a critical assessment of interracial teachers in…
Abstract
Purpose
The aim of this paper is to examine the strategic approach of culturally responsive and communicative teaching (CRCT) through a critical assessment of interracial teachers in their daily school interactions.
Design/methodology/approach
The empirical data were obtained through interviews among ten interracial teachers. The analysis was made through a thematic approach to obtain substantial data from interviews.
Findings
The findings reveal that attempts to gain sufficient comprehension of CRCT are actualized through routine interaction in the multicultural school environment hence resulting in embedding self-awareness of cultural competence in a multicultural classroom, constructing emotional and social development on cultural awareness and internalizing responsive awareness on social engagement in global learning.
Originality/value
The contribution of this research provides an insightful value on expanding key consideration to support the multicultural classroom environment with an active engagement and enhancement of CRCT as fundamental basis of the multicultural classroom.
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Vy Dao, Scott Farver and Davena Jackson
With the increasingly cultural and linguistic diversity in education, teaching multicultural education for pre-service teachers becomes an important part of teacher education. In…
Abstract
With the increasingly cultural and linguistic diversity in education, teaching multicultural education for pre-service teachers becomes an important part of teacher education. In this collaborative self-study study, we examine how we construct our identities and how social interactions of multicultural education classrooms shape our identities. Our study draws on Lave and Wenger’s (1991) “identity as learners” concept, Akkerman and Bakker’s (2011) “boundary crossing learning” theory, Harré & Lagenhove’s (1999) positioning theory, and positionality concept. We found three themes that describe our identities and they reflect our embodiment of our positionality, our positions, our challenge confrontation, and our teaching improvement. We argue for the need of tracing the professional trajectories of multicultural education novice teacher educators and the important roles that our positionality plays in our identity formation. Our study has implications for professional support for multicultural education novice teacher educators and offers suggestions for further self-study research about multicultural education novice teacher educator identity formation.
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Logamurthie Athiemoolam and Annaline Vermaak
The purpose of this paper is to examine teaching approaches adopted by teachers in ex-Model C English medium secondary schools (former mono-ethnic White Schools) currently in Port…
Abstract
Purpose
The purpose of this paper is to examine teaching approaches adopted by teachers in ex-Model C English medium secondary schools (former mono-ethnic White Schools) currently in Port Elizabeth, South Africa, after schools became desegregated in 1994 and changed from being mono-ethnic to multi-ethnic.
Design/methodology/approach
This study was conducted through a qualitative research approach against the backdrop of a phenomenological design according to the interpretivist paradigm. Data were elicited through in-depth semi-structured interviews with 16 teachers from four ex-Model C English medium secondary schools (former White schools) who had experiences of teaching both pre-1994, when schools were mono-ethnic, and post-1994 when the schools were multi-ethnic. The interviews were transcribed, and the data were analysed and categorised into themes and sub-themes.
Findings
The findings indicated that although the teachers were positive towards teaching in multi-ethnic contexts, the majority of them tended to adopt approaches that militated against multicultural education in their classes; such as assimilationist, colour blind and business-as-usual approaches, while a minority incorporated various aspects of multicultural education in their teaching to a limited degree.
Originality/value
The study is original in the sense that it focused on the application of Castagno’s framework of typologies to teachers’ approaches to teaching in multi-ethnic classes. Research of this nature, which explored teachers’ approaches to diversity within their multi-ethnic contexts according to Castagno’s framework, has not been previously undertaken in South Africa.
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This study explores how a group of middle school social studies teachers at a school, whose student population is primarily affluent and white, include multicultural content in…
Abstract
This study explores how a group of middle school social studies teachers at a school, whose student population is primarily affluent and white, include multicultural content in their curriculum. Interviews and observations along with an analysis of the textbooks, state standards, and the school’s scope and sequence were the main sources of data collection. Three common themes arose in this study in relation to the incorporation of multicultural content into the social studies curriculum: (a) There is a discrepancy between teachers’ perceptions and practices; (b) the teachers’ background in multicultural education is limited, and (c) though there is some inclusion of multicultural content, it is not put into practice in any substantial way because it is not seen as applicable to their school environment.
This study aims to examine the effect of critical multicultural education on the multicultural attitudes of preservice teachers in a teacher education program.
Abstract
Purpose
This study aims to examine the effect of critical multicultural education on the multicultural attitudes of preservice teachers in a teacher education program.
Design/methodology/approach
The study sample consisted of 76 preservice teachers enrolled in a teacher preparation program. This study used a pretest–posttest quasi-experimental research design with pretest-posttest. The multicultural content integration was implemented in an experimental group for one semester, and data were collected using the teacher multicultural attitude survey.
Findings
Analyses indicated that preservice teachers who were exposed to the critical multicultural education program showed significantly greater progress in their multicultural attitudes compared with teachers in the control group. The results of this study indicate that the integrating critical multicultural education content into teacher education program has a positive effect on fostering preservice teachers’ multicultural attitudes.
Practical implications
Teacher education program planners should integrate multicultural content, materials and activities into teaching methods courses to promote change in preservice teachers’ multicultural attitudes.
Originality/value
This study contributes to the multicultural studies on teacher education.
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Joel M. Magogwe and Lone E. Ketsitlile
The purpose of this study was to find out if colleges of education in Botswana were preparing teachers to meet the diverse needs of prospective students in primary schools, and…
Abstract
Purpose
The purpose of this study was to find out if colleges of education in Botswana were preparing teachers to meet the diverse needs of prospective students in primary schools, and what were the teachers’ attitudes toward teaching such students.
Design/methodology/approach
This study used questionnaire and interview methods to collect information from the students of a college of education in Botswana, who were undertaking teaching practices in various primary schools at the time of their study.
Findings
The findings of this study show that the pre-service teachers were aware of multiculturalism in schools, but were not prepared by their colleges of education to teach culturally diverse students.
Research limitations/implications
The implication is that colleges of education should design programs that adequately prepare teachers to better meet the needs of culturally and linguistically diverse students in formal education to achieve true democracy in education.
Originality/value
This study is essential in Botswana because multiculturalism seems to be lacking in the Botswana education system. Mokgosi and Jotia (2013) are concerned that the Botswana curricular lacks diversity in approach and is geared toward addressing the needs of the mainstream in Botswana society. In the authors’ knowledge, this is one of the few (if any) studies that explores pre-service teachers’ preparedness for teaching multicultural students.
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Jiyoon Yoon, Kyoung Jin Kim and Leisa A. Martin
This study aims to design and measure the effects of the culturally inclusive science teaching (CIST) model on 30 teacher candidates to teach science to culturally and…
Abstract
Purpose
This study aims to design and measure the effects of the culturally inclusive science teaching (CIST) model on 30 teacher candidates to teach science to culturally and linguistically diverse (CLD) students.
Design/methodology/approach
The CIST model for culturally inclusive science lessons included six sessions: inquiring, questioning, interacting (online with international students who were at the beginning level of English proficiency), interacting (face-to-face with international internship students who were at the middle level of English proficiency), interacting (face-to-face with international students on campus who were at the advanced level of English proficiency) and developing lessons.
Findings
The pre- and post-self-efficacy tests, the culturally inclusive lessons and the final essay reflection resulted in an increase in teacher candidates’ confidence in teaching science to culturally diverse students and improvement in their skills to create culturally inclusive lessons.
Originality/value
Through the model, the teacher candidates interracted with international students with various levels of English proficiency and developed lessons for culturally diverse students. The CIST model is a prospective teaching strategy for teachers to support CLD students’ achievement in science by providing meaningful science in the context of their personal lived experiences.
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Cara Djonko-Moore, Shan Jiang and Katherine Gibson
Multicultural teacher education (MTE), self-efficacy and satisfaction are all important for teachers, especially as they relate to their engagement in practices that are…
Abstract
Purpose
Multicultural teacher education (MTE), self-efficacy and satisfaction are all important for teachers, especially as they relate to their engagement in practices that are beneficial for culturally and linguistically diverse children. Yet it remains to be seen how these important constructs work together to predict teaching practices once teachers enter the field. The purpose of this paper is to explore how MTE, teacher efficacy, teacher satisfaction and culturally responsive teaching (CRT) practices are related among early childhood teachers.
Design/methodology/approach
Specifically, the paper will address the connections between these variables via a path analysis. Previously collected data from 105 public early childhood teachers (PreK-2) in a single county in the Southeast United States was analyzed for the study.
Findings
Results suggest that CRT in early childhood is a three-faceted construct with teacher efficacy having a direct effect on all dimensions of CRT and teacher satisfaction having a direct effect on two dimensions of CRT. MTE did not have any direct effect on teacher efficacy, teacher satisfaction or CRT.
Originality/value
This paper contributes to the literature in that it is especially necessary to examine how teacher education influences teachers’ efficacy and practices with culturally and linguistically diverse students. There is limited research on how these variables work together in the early childhood setting.
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