Literaturnachweis - Detailanzeige
| Autor/in | Ryan, Ann Marie |
|---|---|
| Titel | Core Elements of Preparing Teachers for Culturally Relevant Practice. |
| Quelle | (2002), (27 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Consciousness Raising; Cultural Awareness; Culturally Relevant Education; Disadvantaged Youth; Diversity (Student); Elementary Secondary Education; Higher Education; Minority Group Children; Poverty; Preservice Teacher Education; Racial Factors; Socioeconomic Influences; Student Teachers |
| Abstract | Addressing the issue of teachers' low expectations for students of color and students in poverty poses significant challenges to teachers and teacher education alike. This article presents core elements of preparing teachers for culturally relevant practice based on an extensive review of current research in the field. It builds on the key groundwork of researchers such as Villegas (1991) and Zeichner (1996) and emphasizes the value of critical self-awareness as an emerging and essential component for the development of cultural competence among preservice teachers. This analysis warrants an increased emphasis on the importance of preservice teachers having a clear sense of their socialized identities and the relationship between those identities and one's understanding of socioeconomic inequities. Therefore, not only do preservice teachers need to become competent in their subject matter and teaching methodology, but they also need to work through the personal and social realities of race and class and their pedagogical implications. The challenge for teacher educators is to prepare all teachers to be culturally competent, self-aware instructors in order to address the long-standing crisis in education for students of color and students in poverty. (Contains 35 references.) (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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