Exploring elementary teacher self-efficacy and teacher beliefs: are we preparing teachers to teach culturally diverse students?

Clark, Sarah; Andreasen, Lindi

doi:10.1080/1359866x.2020.1777528

Cited by 11 publications

(3 citation statements)

References 26 publications

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“…In addition, they consider that this relationship produces cultural enrichment for both groups. In cases where problems of intercultural coexistence arise, these are solved by teaching values and introducing cultural references in all subjects of the curriculum [54][55][56][57].…”

Section: Discussionmentioning

confidence: 99%

Teachers’ Perceptions of Immigrant Students and Families: A Qualitative Study

Podadera,

González-Jimenez

2023

Sustainability

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The perception that teachers have of cultural diversity is essential when it comes to the educational attention given to immigrant students. The objective is to determine how teachers perceive students’ cultural diversity and families’ commitment with the education of their children, and if this perception can influence teachers’ expectations regarding students and their families. This is qualitative research study based on hermeneutic phenomenology developed through semi-structured interviews, applied on an intentional sample of 16 Spanish primary school teachers. The results indicate that teachers need the assistance of educational specialists, training in cultural diversity, and intercultural communication skills. They also recognize the importance of enhancing collaboration with immigrant families. Hence, education must be rethought, bearing in mind the perceptions of teachers, empowering students and their families with new innovative formulas aimed at incorporating their cultural references in the curriculum, and providing culturally relevant teaching.

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Section: Discussionmentioning

confidence: 99%

Teachers’ Perceptions of Immigrant Students and Families: A Qualitative Study

Podadera,

González-Jimenez

2023

Sustainability

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“…To do this, it becomes important to ensure the involvement and participation of the CNI family through the help of specific cultural mediators (Bennet, 2013;Janta, & Harte, 2016;Nusche, 2009), encourage the promotion of interventions to combat discrimination and prejudice to raise awareness, support the autonomy of schools and networks in the field of reception (between educational institutions, civil society and the territory) and allocate appropriate resources to schools with a high concentration of CNI children (due to demographic factors and related to family strategies). At the local level, it also seems necessary to increase the quality of teacher training on the management of diversity in the classroom and the acquisition of intercultural competences Makarova et al, 2019;Glock et al, 2019;Caneva, 2012;Clark & Andreasen, 2021;Forghani-Arani, Cerna, & Bannon, 2019), with the idea of fostering cooperative learning to facilitate the participation of all components in the knowledge process, (for newcomers) by privileging teaching in small groups, the activation of language laboratories and adequate non-verbal supports. Regarding learning environments, the importance of varying them and including external ones (nature and territory) is underlined, ensuring a flexible use of spaces, to prevent diversity from turning into inequality.…”

Section: The Italian School Context and The Processes Of Inclusion Of...mentioning

confidence: 99%

Teaching and Learning in Italian Multicultural School Contexts: Outdoor Education and Inclusion Processes for Children with Migrant Backgrounds

Natalini

2024

IETI

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Italy has recently and rapidly become a country of immigration with an increase in school contexts, especially of second-generation children, leading to the need to deal with the issue of inclusion. This contribution aims to enclose the scientific literature that addresses the inclusion of children with a migrant background within the national school context. After analyzing the ministerial documents and the literature that address this issue, the school context at the local level will be investigated, emphasizing the challenges that teachers must face within increasingly multicultural school contexts, in which they must cope with the numerous needs deriving from the relationship with CNI families and the management of cultural diversity at school.

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“…Together, this has been detrimental to student success leading to concerns regarding student equity within the field, particularly for marginalized students (Charles Butt Foundation, 2021). Therefore, there is increasing urgency for the education profession to embrace the need for a teacher to be ready for the first day on the job, reducing inequities in the classroom (Clark & Andreasen, 2021;Mohamed et al, 2016). Every student, every year, deserves a teacher who is first-day ready to teach.…”

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confidence: 99%

Teacher Preparation Matters

Ray

2023

TxEP

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The current mixed-methods study investigated retention rates of teachers who participated in a year-long residency preparation program on a single campus with a population reflecting 94% low-socioeconomic and 88% minority students. Participants had 9 to 17 years of experience in the profession. Quantitative data showed a statistical difference when comparing state data with the year-long internship retention rates over the initial five years. Findings from surveys and interviews with high-achieving interns showed that a year-long residency best prepares teachers to be day-one ready and supports longevity in the career.

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Exploring elementary teacher self-efficacy and teacher beliefs: are we preparing teachers to teach culturally diverse students?

Cited by 11 publications

References 26 publications

Teachers’ Perceptions of Immigrant Students and Families: A Qualitative Study

Teachers’ Perceptions of Immigrant Students and Families: A Qualitative Study

Teaching and Learning in Italian Multicultural School Contexts: Outdoor Education and Inclusion Processes for Children with Migrant Backgrounds

Teacher Preparation Matters

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