The impact of a field immersion program on pre-service teachers’ attitudes toward teaching in culturally diverse classrooms

2007 ◽  
Vol 23 (5) ◽  
pp. 653-663 ◽  
Author(s):  
Robert A. Wiggins ◽  
Eric J. Follo ◽  
Mary B. Eberly
2009 ◽  
Vol 18 (2) ◽  
Author(s):  
Nancy Brown ◽  
Robert Wiggins ◽  
David Secord

The study described in this paper used photo-elicitation to investigate teacher candidates’ developing understanding of learning, students and classroom environment. Specifically we sought to determine if our students internalized the concepts taught in two courses in our teacher preparation program. Analysis revealed that despite our efforts to expand our students’ perspectives on culturally diverse classrooms they continued to hold traditional views on the nature of the environment, and the nature of the learner. Photo- elicitation was an excellent means to uncover the impact we as teacher educators have on our students’ developing professional identities


Author(s):  
Chunxiao Li ◽  
Justin A. Haegele ◽  
Ho Lun Au ◽  
Kevin Wai Keung Kam

Purpose: This research was undertaken to examine predictors of physical education (PE) teachers’ attitudes toward teaching students with attention-deficit/hyperactivity disorder in general PE. Method: In-service PE teachers (n = 151) in Hong Kong completed a multi-section survey measuring demographic variables, attitudes, self-esteem, and intrapersonal and interpersonal mindfulness. Survey data were mainly analyzed through multiple regression analyses. Results: The results showed that special education-related coursework and self-esteem were positive predictors of attitudes. However, they were no longer a significant predictor after mindfulness was entered into the regression model while both types of mindfulness positively predicted attitudes. Discussion/Conclusion: Self-esteem as well as intrapersonal and interpersonal mindfulness play an important role in predicting PE teachers’ attitudes toward teaching students with attention-deficit/hyperactivity disorder. Related training components may be included in the professional development programs for improving PE teachers’ attitudes.


Author(s):  
Joost Bücker ◽  
Rens Bouw ◽  
Alain De Beuckelaer

This study examines the extent to which faculties receive support in their coping with the challenge of cultural differences in their international classroom. The authors explore this relationship in eight business schools in Dutch research universities. These cases offer an in-depth description of the problems encountered in cross-cultural interactions, such as development of monocultural groups, lack of proper foreign language understanding, and stereotyping. They also discuss potential solutions in terms of language training, cultural awareness training for both teachers and students, institutional support, and the business school's rationale for internationalization.


2019 ◽  
Vol 89 (3) ◽  
pp. 416-458 ◽  
Author(s):  
Hillary Parkhouse ◽  
Chu Yi Lu ◽  
Virginia R. Massaro

When their teachers are well equipped to foster inclusive and equitable classrooms, students from marginalized communities show higher rates of academic achievement, motivation, self-confidence, and self-efficacy. However, many teachers complete preparation programs feeling underprepared to work in culturally diverse classrooms, making high-quality professional development (PD) in this area crucial. We undertook a meta-ethnographic, systematic literature review of 40 studies of multicultural education–focused PD programs in order to better understand the forms and features of such programs that contribute to teachers’ self-efficacy and success in working with culturally diverse students. We found a small literature base with too much variation across types of programs studied and outcomes analyzed to draw conclusions about the factors that contribute to effectiveness. However, the extant literature does point to important questions and considerations for both providers and researchers of multicultural education PD. One area for future research is how PD providers navigate tensions or challenges arising from resistance to discussions of diversity and equity. Another is locating the balance between providing specific knowledge about students’ cultures and guarding against promoting stereotypes or broad generalizations. Researchers and PD developers should also pay close attention to their underlying theories related to both teacher learning and multicultural education.


Author(s):  
Melissa Martyn ◽  
Belinda McClaren ◽  
Monika Janinski ◽  
Elly Lynch ◽  
Fiona Cunningham ◽  
...  

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