Culturally responsive teaching: beliefs of pre-service teachers in the Viennese context

Download

index.pdf

Date

2021-02-01

Author

Subasi Singh, Seyda
Akar, Hanife

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

172
views

0
downloads

This study aims to contribute to the discussion of culturally responsive teacher education by asking pre-service teachers’ beliefs about their readiness, strengths and needs to teach in culturally diverse classrooms. Participants were preservice teachers (N = 453) studying in three different teacher education institutions in Vienna via a questionnaire including both open-ended and close-ended questions as the data collection instrument. Quantitative findings show that pre-serviceteachers holda fair level ofreadiness in several skills for responding to culturally diverse classrooms, while qualitative findings present the pre-service teachers’ deep trust in their characteristics and their personal attitude to cultural diversity as their strengths. Findings also show that pre-service teachers are challenged with two issues: anxiety about their own poor cross-cultural knowledge and their prospective students’ poor language skills. The study also reaches the suggestions of pre-service teachers to teacher education programs about how to become more culturally responsive.

URI

https://hdl.handle.net/11511/88651

Journal

Intercultural Education

DOI

https://doi.org/10.1080/14675986.2020.1844533

Collections

Department of Educational Sciences, Article

Suggestions

OpenMETU
Core

Effective teaching and learning at vocational education at Tertiary Level: a qualitative study of administrators', teachers' and students' perceptions Sarıkaya Erdem, Yelda; Yıldırım, Ali (2019-8-29) The aim of this study is to explore the phenomenon of teaching and learning at higher vocational education schools through administrators’, teachers’ and students’ perceptions. In line with this, phenomenological research design was employed, and data were collected at eight higher vocational schools in Nevşehir, Turkey from 8 administrators, 16 teachers and 16 focus groups through semi-structured interviews and non-participant observation. Data analysis, conducted through inductive content analysis approac...
Teacher candidates’ preparedness for teaching in multicultural classrooms in the Viennese context Subaşı, Şeyda; Akar, Hanife; Department of Educational Sciences (2013) The purpose of this study was to examine how teacher education programs in Vienna prepare teacher candidates for teaching in culturally diverse classrooms based on teacher candidates’ self-reports. The study was designed as a mixed method design and data were collected via a questionnaire including both close-ended and open-ended items. The participants of the study included 468 teacher candidates studying in four different teacher education institutions in Vienna.The findings suggested that the overall pre...
Teacher Education Research in Turkey: Trends, Issues and Priority Areas Yıldırım, Ali (2013-07-01) Teacher education research in Turkey can be categorized under five headings: attitudes and perceptions of teacher candidates toward teaching; competency perceptions of teacher candidates; school experience; assessment of teacher education programs; and the impact of teacher education research on teacher candidates' knowledge, skills and attitudes. Research on attitudes and perceptions of teaching is carried out mostly through surveys, whereas quantitative, qualitative and mixed designs are used in studying ...
Perceptions of beginning teachers on pre service teacher preparation in Turkey Öztürk, Mustafa; Yıldırım, Ali (2014-01-01) The purpose of this study is to investigate the perceptions of beginning teachers on preservice teacher education. Through a survey, 465 beginning teachers working in randomly selected provinces of Turkey assessed the benefits of their pre-service programs. For data analysis, descriptive and inferential statistics were used. The results of the study indicated that the participant teachers’ perceptions on their pre-service trainings were not positive and that these perceptions changed significantly by the ty...
Philosophical Basis of Turkish and American Teachers’xx Pedagogical Beliefs Engin Demir, Cennet (2006-09-20) This small-scale exploratory study describes some of the findings from a larger ethnographic study on the school environment and hidden curriculum in American and Turkish middle schools, offering a cross-cultural perspective on the philosophical basis of the pedagogical beliefs and practices of middle school teachers. Nine Turkish and 10 American teachers, and 24 Turkish and 18 American 6th, 7th and 8th grade students participated in the study. Semi-structured interviews and classroom observation were used ...

Citation Formats

S. Subasi Singh and H. Akar, “Culturally responsive teaching: beliefs of pre-service teachers in the Viennese context,” Intercultural Education, pp. 1–17, 2021, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/88651.