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Autor/in | Gorski, Paul C. |
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Titel | Making Better Multicultural and Social Justice Teacher Educators: A Qualitative Analysis of the Professional Learning and Support Needs of Multicultural Teacher Education Faculty |
Quelle | In: Multicultural Education Review, 8 (2016) 3, S.139-159 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2005-615X |
Schlagwörter | Cultural Pluralism; Social Justice; Teacher Education; Preservice Teachers; Grounded Theory; Pedagogical Content Knowledge; Teaching Methods; Interviews; Social Support Groups; Teacher Educators; Teacher Attitudes; Multicultural Education; Qualitative Research Kulturpluralismus; Soziale Gerechtigkeit; Lehrerausbildung; Lehrerbildung; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Social support; Soziale Unterstützung; Teacher education; Education; Lehrerverhalten; Multikulturelle Erziehung; Qualitative Forschung |
Abstract | Despite the growing body of scholarship on the multicultural dispositions and learning needs of teacher education students, little scholarly attention has been paid to those of multicultural teacher educators: the people responsible for cultivating multiculturally minded teachers. In order to begin filling that gap, using a grounded theory approach, I analyzed data from interviews with 22 people teaching multicultural teacher education courses in the USA. Three common learning and support needs emerged: (1) identity-specific content knowledge, (2) pedagogical strategies, and (3) support networks. I describe these findings and discuss ways identified needs might be addressed more sufficiently. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |