Elementary Teachers' Beliefs about Multicultural Education Practices

Autor/inn/en	Aragona-Young, Emily; Sawyer, Brook E.
Titel	Elementary Teachers' Beliefs about Multicultural Education Practices
Quelle	In: Teachers and Teaching: Theory and Practice, 24 (2018) 5, S.465-486 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2018.1435527
Schlagwörter	Elementary School Teachers; Teacher Attitudes; Multicultural Education; Educational Practices; Institutional Characteristics; Correlation; Teacher Surveys; Self Concept; Definitions; Culture; Faculty Development; Futures (of Society); Role; Online Surveys; Statistical Analysis; Likert Scales; Learning Activities; Communities of Practice; Race; Ethnicity; Elementary School Students; Qualitative Research + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Multikulturelle Erziehung; Bildungspraxis; Korrelation; Selbstkonzept; Begriffsbestimmung; Kultur; Future; Society; Zukunft; Rollen; Statistische Analyse; Likert-Skala; Lernaktivität; Community; Rasse; Abstammung; Ethnizität; Qualitative Forschung
Abstract	As the diversity of American schools is increasing, teachers should understand the role culture plays in the classroom and employ teaching practices that accommodate students from diverse cultural backgrounds. However, while more is known about pre-service teachers' beliefs about multicultural education, less is known about what practices in-service teachers endorse and what factors influence those beliefs about practices. Specifically, the aims of the study were to determine (a) how teachers define culture, (b) what multicultural practices they endorse, and (c) what school-level factors (i.e. racial/ethnic demographics of the school) and teacher-level factors (i.e. multicultural professional development/coursework, grade level taught, comfort level facilitating multicultural discussions, and definitions of culture) are associated with teachers' endorsement of multicultural practices. A sample of 45 elementary teachers (grades kindergarten to fifth) in three elementary schools completed a custom-developed survey. Findings indicated that teachers defined culture broadly with infrequent mention of specific identities and did not show strong endorsement of recommended multicultural practices. Teachers' definitions of culture and their school of employment were associated with teachers' beliefs about practices. Directions for future and implications for targeted professional development will be discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01