Applying Culturally Responsive Pedagogy to the Vocational Training of Immigrants

Autor/in	Wu, Ya-Ling
Titel	Applying Culturally Responsive Pedagogy to the Vocational Training of Immigrants
Quelle	In: Journal of Education and Training Studies, 4 (2016) 2, S.177-181 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Foreign Countries; Culturally Relevant Education; Vocational Education; Immigrants; Adult Education; Cultural Awareness; Vocational Education Teachers; Cultural Differences; Prior Learning; Teaching Methods; Social Environment; Cultural Context; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Ausbildung; Berufsbildung; Immigrant; Immigrantin; Immigranten; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Cultural identity; Kulturelle Identität; Ausbilder; Kultureller Unterschied; Vorkenntnisse; Teaching method; Lehrmethode; Unterrichtsmethode; Soziales Umfeld
Abstract	Training and learning are the personal process in which individuals interact with social and cultural contexts. Immigrant trainees bring their early educational and life experiences into training classrooms, and their learning is strongly affected by their prior socialization and socio-cultural experiences. Therefore, it is necessary to provide immigrant trainees with vocational training programs in culturally responsive ways. That being said, the aim of this paper is to address the principles of culturally responsive pedagogy in adult education and their implications for vocational training of immigrants. The main implications of culturally responsive pedagogy in adult education for vocational training of immigrants are that vocational training instructors should have cultural self-awareness and reflection on their training practices as well as design and implement the culturally relevant vocational training programs, including integrating vocational training courses with knowledge and skills of immigrant trainees, affirming the cultural differences of immigrant trainees, developing learning communities, taking into account prior educational and work experiences of immigrant trainees, and utilizing multiple training methods and activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01