Culturally Responsive and Anti-Biased Teaching Benefits Early Childhood Pre-Service Teachers

Autor/in	Nganga, Lydiah
Titel	Culturally Responsive and Anti-Biased Teaching Benefits Early Childhood Pre-Service Teachers
Quelle	In: Journal of Curriculum and Teaching, 4 (2015) 2, S.1-16 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-2677
Schlagwörter	Qualitative Research; Preservice Teachers; Student Attitudes; Culturally Relevant Education; Social Justice; Pretests Posttests; Reflection; Writing Assignments; Childrens Literature; Observation; Curriculum; Program Effectiveness; Student Diversity; Self Concept; Teacher Education Programs; Learning Theories; Elementary School Teachers; Preschool Teachers; Early Childhood Education; Misconceptions + Suchen Sie Ihr Suchwort? Qualitative Forschung; Schülerverhalten; Soziale Gerechtigkeit; 'Children''s literature'; Kinderliteratur; Beobachtung; Curricula; Lehrplan; Rahmenplan; Selbstkonzept; Learning theory; Lerntheorie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Missverständnis
Abstract	The purpose of this qualitative study was to examine pre-service teachers' perceptions of a culturally responsive, anti-bias curriculum. Additionally, this study explored how the use of culturally responsive course work influenced the participating pre-service teachers' perceptions. Responses to both pre and post-teaching open ended questions, weekly reflective writings, evaluation of a children's books, and notes from the researcher's observation were analyzed qualitatively. Pre-teaching data showed that pre-service teachers had a rather superficial understanding of an anti-bias curriculum. However, post-teaching data showed that after experiencing culturally responsive curricula, pre-service teachers not only developed a better understanding of anti-bias curriculum, but they also gained essential self-awareness in diversity contexts. (As Provided).
Anmerkungen	Sciedu Press. 1120 Finch Avenue West Suite 701-309, Toronto, ON., M3J 3H7, Canada. Tel: 416-479-0028; Fax: 416-642-8548; e-mail: jct@sciedupress.com; Web site: http://www.sciedupress.com/journal/index.php/jct
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01