Interrogating the promise of a whole-school approach to intercultural education: An Australian investigation

Ohi, Sarah; O’Mara, Joanne; Arber, Ruth; Hartung, Catherine; Shaw, Gary; Halse, Christine

doi:10.1177/1474904118796908

Cited by 10 publications

(7 citation statements)

References 35 publications

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“…Forghani-Arani et al (2019) add the need for PD to persistently reconnect practice to theory, to be driven by teachers and supported by school leaders. Studies that focus on whole-school learning for cultural diversity confirm the importance of teachers' collegial collaboration and school leaders' active role in establishing a supportive environment for PD (Read et al 2015, Ohi et al 2019.…”

Section: Professional Development For Cultural Diversitymentioning

confidence: 99%

Professional development for cultural diversity: the challenges of teacher learning in context

Szelei

Tinoca

Pinho

2019

Professional Development in Education

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This article describes context-based professional development (PD) for cultural diversity in a Portuguese school cluster, and discusses how it supports change for justice and equity. Teachers felt the importance of PD and showed willingness and interest to learn. Several teacher learning opportunities were mapped out such as formal workshops, starting small collaborations and teachers' self-directed informal learning activities. Yet, a rather fragmented character of PD seemed to emerge in terms of content on cultural diversity and forms of learning. Conflicting agendas, scattered teacher collaboration and commitment, and little student and community involvement in planned PD were found. Furthermore, there seemed to be tensions between current PD and teachers' needs and circumstances; teachers wished for more specific information and pedagogical solutions, more collaboration and more organisational support in PD. Applying a critical multicultural perspective, it is discussed that although the current constellation of PD is a potential start, it might still contribute to teachers' conceptual confusion and pedagogical insecurities on the field of cultural diversity. It is suggested that criticality towards PD frames is needed to re-centre cultural diversity on the premises of justice, as well as teacher support, and conscious learning with and from students, families and communities.

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Section: Professional Development For Cultural Diversitymentioning

confidence: 99%

Professional development for cultural diversity: the challenges of teacher learning in context

Szelei

Tinoca

Pinho

2019

Professional Development in Education

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“…The framework is designed for operation in a whole-school setting (Ohi et al, 2019), where teachers can find context-specific ways to implement differentiated instruction that best fits the local system context of the school classroom environment (Bui et al, 2020). In so doing, teachers can leverage student learning and professional learning interactions to enact opportunities that support their intention and agency when utilising generative dialogue.…”

Section: Outlining the Practice Frameworkmentioning

confidence: 99%

Differentiating Instruction: Development of a Practice Framework for and with Secondary Mathematics Classroom Teachers

Marks¹,

Woolcott²,

Markopoulos³

2021

INT ELECT J MATH ED

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This article outlines an approach to bridging the gap between the theory and practice of differentiated instruction. Differentiated instruction has long been suggested as a pedagogical approach to cater for student individuality and diversity, particularly in mixed-ability classrooms. Although the theory of differentiated instruction has been applied widely, such instruction has not been taken up widely in teaching practice. The first part of the article explores the relationship of theory and practice of differentiated instruction in relation to pedagogical content knowledge, teacher efficacy, formative assessment, teacher confidence and competence and professional learning. This exploration uses exemplar cases from mathematics teaching to pave the way for an outline, in the second part of the article, of how differentiated instruction could be implemented for the mixed-ability groupings increasingly engaged in the Australian secondary mathematics classroom. A protype practice framework for teachers is presented as part of a project being conducted in regional Australia, with the overall aim of assisting teachers in developing and implementing strategies for differentiated instruction in secondary mathematics classrooms.

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“…Distintos modos de pensar, de sentir y de ser se encuentran e interaccionan en el medio escolar. Ahora bien, la construcción de la conciencia intercultural no surge de manera espontánea, sino que se precisa de acciones y de prácticas que alienten el desarrollo de un diálogo creador, tolerante y respetuoso entre las distintas sensibilidades culturales (Ohi et al, 2019) e inclusivas (Arnaiz et al, 2019). Ante este menester, la perspectiva intercultural se postula como el marco más adecuado para favorecer la auténtica colaboración y complementariedad entre las distintas culturas (Leiva, 2017).…”

Section: Revisión De La Literaturaunclassified

“…A pesar de esta falta de reconocimiento, los participantes fueron capaces de apreciar las oportunidades que presenta el enfoque colaborativo como línea potente y coherente para el desarrollo profesional del profesorado. Tal y como numerosos autores han puesto de manifiesto (Escarbajal, 2010;Ohi et al, 2019;Sales et al, 2017), el intercambio de ideas, de experiencias y de conocimientos se convierte en una estrategia de extraordinaria eficacia para mejorar la competencia intercultural docente. A través de esta, el profesorado novel es capaz de superar la inseguridad, el desconcierto y los temores que le plantea la respuesta a la diversidad étnico-cultural (Piot et al, 2010).…”

Section: Discusión Y Conclusionesunclassified

“…Frente a ello, las reuniones de coordinación fueron las medidas de carácter interno que, según los docentes, el centro había implementado con más frecuencia para promover la cultura de colaboración. La validez de estos encuentros ha sido puesta de manifiesto por otros autores, como por ejemplo Ohi et al (2019), sobre todo a la hora de responder a los conflictos interculturales en las aulas. No obstante, una vez más, este tipo de reuniones fueron vistas por el profesorado novel como una condición para la calidad de la enseñanza y no tanto como un procedimiento de aprendizaje profesional.…”

Section: Discusión Y Conclusionesunclassified

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Formación colaborativa en interculturalidad del profesorado de Educación Infantil y Primaria

Vila

Solano

2020

recie

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La interculturalización de las prácticas educativas representa, hoy en día, uno de los principales retos a los que se enfrenta la escuela del siglo XXI. Para ello, la mejora de las competencias interculturales del profesorado parece constituir un requisito prioritario, sobre todo cuando esta se lleva a cabo desde un auténtico enfoque colaborativo y participativo. En base a ello, este estudio se planteó con el propósito de conocer las opiniones y experiencias de formación intercultural colaborativa del profesorado novel. Para el logro de este objetivo, se contó con la participación de 10 docentes noveles que desempeñan su labor en un centro de Atención Educativa Preferente de Educación Infantil y Primaria de la Región de Murcia (España). El estudio se llevó a cabo desde un enfoque metodológico mixto, valiéndose para ello del software SPSS 21 y AQUAD 7. Cabe destacar de los resultados obtenidos que, si bien el profesorado novel reconoce la potencialidad de la cultura colaborativa para el desarrollo profesional docente, el principio de colaboración no acaba de ser plenamente valorado como una estrategia para el aprendizaje, sino más bien como un recurso para el funcionamiento institucional. La falta de oportunidades formales de capacitación colaborativa intercultural, tanto a nivel de centro, como en su formación inicial, es suplida por los docentes noveles mediante la colaboración con el resto de miembros del claustro. Los hallazgos del estudio contribuyen, en última instancia, a la propuesta de un modelo de aprendizaje profesional docente para poner en valor la diversidad presente en las aulas.

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Interrogating the promise of a whole-school approach to intercultural education: An Australian investigation

Cited by 10 publications

References 35 publications

Professional development for cultural diversity: the challenges of teacher learning in context

Professional development for cultural diversity: the challenges of teacher learning in context

Differentiating Instruction: Development of a Practice Framework for and with Secondary Mathematics Classroom Teachers

Formación colaborativa en interculturalidad del profesorado de Educación Infantil y Primaria

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