Titel
Culturally responsive teaching: beliefs of pre-service teachers in the Viennese context
Autor*in
Hanife Akar
Department of Educational Sciences, Middle East Technical University
Abstract
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 pre-service 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-service teachers hold a fair level of readiness 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.
Stichwort
Multicultural educationmulticultural teacher educationpre-service teacher educationculturally responsive teachingpre-service teacher beliefs
Objekt-Typ
Sprache
Englisch [eng]
Persistent identifier
phaidra.univie.ac.at/o:1206149
Erschienen in
Titel
Intercultural Education
Band
32
Ausgabe
1
ISSN
1467-5986
Erscheinungsdatum
2021
Seitenanfang
46
Seitenende
61
Publication
Informa UK Limited
Erscheinungsdatum
2021
Zugänglichkeit
Rechteangabe
© 2021 The Author(s)
Universität Wien | Universitätsring 1 | 1010 Wien | T
+43-1-4277-0