Becoming Culturally Responsive: A Need for Preservice Teacher Candidates

Autor/in	Imler, Sylvia J.
Titel	Becoming Culturally Responsive: A Need for Preservice Teacher Candidates
Quelle	In: Teacher Education and Practice, 22 (2009) 3, S.351-367 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0890-6459
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Rural Schools; Teacher Education Programs; Culturally Relevant Education; Classroom Environment; Cultural Pluralism; Student Diversity; Interviews; Special Education Teachers; Urban Schools; Suburban Schools; Teaching Methods; Behavior Modification; Classroom Techniques; Teacher Competencies; School Culture + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Klassenklima; Unterrichtsklima; Kulturpluralismus; Interviewing; Interviewtechnik; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Urban area; Urban areas; Stadtregion; Stadt; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Teaching method; Lehrmethode; Unterrichtsmethode; Behaviour modification; Verhaltensänderung; Klassenführung; Lehrkunst; Schulkultur; Schulleben
Abstract	Teacher education programs are preparing more homogeneous preservice teacher candidates, whereas students in the United States are becoming more diverse. In this article, I describe how 283 preservice teacher candidates gathered responses from interviews with 283 certified teachers (special and general education) during a clinical field assignment. Teachers were from urban, suburban, and rural schools. I also present preliminary findings and implications from a 5-year study of teachers' cultural responsive practices relative to instruction, behavior management, and classroom environment. The rationale for the study was sparked from preservice teacher candidates' in-class discussions about the educators' interview responses and the need to prepare culturally responsive teachers. Results revealed that an alarming percentage of the teachers in this study did not implement culturally responsive practices. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10