Promoting Awareness and Self-Efficacy for Culturally Responsive Teaching of Pre-Service Teachers Through the
            <i>Identity Project</i>
            – a Mixed Methods Study

Pevec-Zimmer, Sharleen; Juang, Linda P.; Schachner, Maja K.

doi:10.1080/15283488.2024.2344086

Identity

2024

DOI: 10.1080/15283488.2024.2344086

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Promoting Awareness and Self-Efficacy for Culturally Responsive Teaching of Pre-Service Teachers Through the Identity Project – a Mixed Methods Study

Sharleen Pevec-Zimmer,

Linda P. Juang,

Maja K. Schachner

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Cited by 3 publications

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Fostering Culturally Responsive Teaching Through the Identity Project Intervention: A Qualitative Quasi-Experiment with Pre-Service Teachers

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Fostering Culturally Responsive Teaching Through the Identity Project Intervention: A Qualitative Quasi-Experiment with Pre-Service Teachers

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Schachner,

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Framing Ethnicity in Initial Teacher Education: A Focus Group Study with Student Teachers

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From Avoidance to Competence? How the Identity Project Inspires Teachers to Engage with Ethnicity and Culture with Their Students

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Promoting Awareness and Self-Efficacy for Culturally Responsive Teaching of Pre-Service Teachers Through the Identity Project – a Mixed Methods Study

Cited by 3 publications

References 45 publications

Fostering Culturally Responsive Teaching Through the Identity Project Intervention: A Qualitative Quasi-Experiment with Pre-Service Teachers

Fostering Culturally Responsive Teaching Through the Identity Project Intervention: A Qualitative Quasi-Experiment with Pre-Service Teachers

Framing Ethnicity in Initial Teacher Education: A Focus Group Study with Student Teachers

From Avoidance to Competence? How the Identity Project Inspires Teachers to Engage with Ethnicity and Culture with Their Students

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