"I'm Gonna Teach Them All the Same Way": Teachers' Beliefs about, Experiences of, and Classroom Practices with Children of Color

Autor/inn/en	Kintner-Duffy, Victoria L.; Scott-Little, Catherine; Smith, Nina
Titel	"I'm Gonna Teach Them All the Same Way": Teachers' Beliefs about, Experiences of, and Classroom Practices with Children of Color
Quelle	In: Journal of Early Childhood Teacher Education, 43 (2022) 1, S.127-147 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2021.1902433
Schlagwörter	Teacher Attitudes; Teaching Experience; Classroom Techniques; Minority Group Students; Culturally Relevant Education; Teacher Education + Suchen Sie Ihr Suchwort? Lehrerverhalten; Klassenführung; Lehrerausbildung; Lehrerbildung
Abstract	Children served in early care and education classrooms increasingly represent a variety of racial and cultural backgrounds. Such demographic changes have led to renewed attention to the importance of teachers' preparation and practices with children of color. Despite classroom demographics, early childhood teaching practices in the United States are informed by the dominant culture. Practices that do not respond to children's individual cultural identities may have negative effects on children's development, especially those children from marginalized cultures. This paper adds to the body of literature through semi-structured, qualitative interviews with 10 early childhood educators regarding their beliefs and practices with children of color and their experiences related to supporting racial and cultural diversity in the classroom. Results revealed limited knowledge and understanding of the role that culture plays in shaping child development and teaching practices. The lack of knowledge and minimal use of culturally responsive practices were largely influenced by teachers' personal experiences and limited exposure to the concepts of culture and cultural identities within their teacher preparation programs. Our findings emphasize the importance of improving the curriculum in higher education for early childhood care and education teachers. Recommendations for teacher educators are included. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01