US Urban Teachers' Perspectives of Culturally Competent Professional Development

Autor/inn/en	Flory, Sara B.; McCaughtry, Nate; Martin, Jeffrey J.; Murphy, Anne; Blum, Barbara; Wisdom, Kimberlydawn
Titel	US Urban Teachers' Perspectives of Culturally Competent Professional Development
Quelle	In: Professional Development in Education, 40 (2014) 2, S.282-294 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2013.775663
Schlagwörter	Cultural Awareness; Faculty Development; Urban Schools; Health Education; Teacher Attitudes; Attitude Measures; Teacher Competencies; Ethnography; Observation; Middle School Teachers; Culturally Relevant Education; Student Diversity; Workshops; Semi Structured Interviews; Cultural Pluralism; Expectation; Qualitative Research + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Lehrerverhalten; Lehrkunst; Ethnografie; Beobachtung; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Lernwerkstatt; Schulung; Kulturpluralismus; Expectancy; Erwartung; Qualitative Forschung
Abstract	Health disparities related to food choices, nutrition behaviours and smoking habits in urban communities in the United States signal the importance of health education (HE) in schools, yet educators in urban communities face unique cultural challenges often unaddressed in professional development (PD). The purpose of this study was to use a cultural competence framework to examine urban HE teachers' perspectives of culturally competent PD. Ethnographic fieldwork was conducted at PD planning and training sessions, and 23 HE teachers were observed teaching and interviewed over two school years as they experienced PD and implemented revised curriculum with their middle-school students. Four themes regarding issues of cultural competence in PD interventions emerged during the study. These included: the need for diverse and credible PD staff; culturally competent curricula; flexible implementation expectations; and follow-up support beyond PD workshops. The findings of this study highlight the teachers' perceptions of PD efforts that would align best with the complex teaching situations of urban schools, demonstrating a rich understanding of and participation in urban school communities. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10