Teacher autonomy for improving teacher self-efficacy in multicultural classrooms: A cross-national study of professional development in multicultural education

Choi, Soobin; Mao, Xinyi

doi:10.1016/j.ijer.2020.101711

Cited by 37 publications

(34 citation statements)

References 66 publications

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“…indicating the importance of continuous training and follow-up to achieve adequate results with four teachers who applied TPSR, two in PE and two in other subjects. It can therefore be indicated that prior teacher training is essential for a positive development of TPSR in PE [3], and teacher training programmes should include cooperative learning skills and skills based on the transfer of autonomy and responsibility in practice to prepare teachers during the practicum [51,52].…”

Section: Discussionmentioning

confidence: 99%

Preservice Teachers from Physical Education: Differences between Ireland and Spain in Teaching Personal and Social Responsibility

2022

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The present study aimed to analyse and contrast the experiences of six Preservice Physical Education Teachers (onwards PPET) from two different socio-demographic contexts, Spain and Ireland, regarding the use of Teaching Personal and Social Responsibility (henceforth TPSR) during their work placement. The sample consisted of six students aged between 21 and 25 years (three boys and three girls), in their final year of their bachelor’s degree, who had completed their work placement within the education pathway in different schools in Ireland and Spain. Each student participated in a semistructured interview to find out about their practicum experience, the relevance of TPSR and its relation to occupational socialisation theory. After transcription of the interviews, the results show great similarity between the two contexts, with a positive assessment of the experience and its high relevance for both the teacher tutor and the teachers during their nonuniversity education. Spanish students largely described the importance of past school experiences, showing a very positive assessment of past experiences as PE teachers. On the other hand, it is the students from Ireland who placed greater value on the applicability of TPSR in other subjects. In addition to having more experience using other pedagogical models, they also emphasised the importance of planning before applying methodologies such as TPSR.TPSR is highlighted as a suitable model for the promotion of social values in the classroom, although the training received during the degree course is insufficient for the proper application of the model. It is concluded that TPSR was perceived by Spanish and Irish students as a suitable methodology for teaching undergraduate students, but the students’ previous experiences must be taken into account.

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Section: Discussionmentioning

confidence: 99%

Preservice Teachers from Physical Education: Differences between Ireland and Spain in Teaching Personal and Social Responsibility

2022

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“…The annual evaluation is the final stage that involves all existing madrasa stakeholders, starting from the leaders of the Foundation, headmaster, homeroom teachers, teachers, and all employees. It aims to see the development of multicultural educational values in the madrasa as a whole, hoping that this will provide more comprehensive results and the emergence of significant improvements for the development of madrasas as a whole (Choi & Mao, 2021).…”

Section: Evaluation Of Multicultural Islamic Education In the Development Of Conflict Resolution Learning At Minu Bangil Pasuruanmentioning

confidence: 99%

Managing Multicultural Islamic Education through Conflict Resolution Learning Development in Indonesia

Thoyib

Subandi

Harsoyo³

2021

Tadris

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Along with the frequent social conflicts in Indonesia, the multicultural reality of this country is becoming increasingly urgent to be reconstructed so that it can become an "integrating force" for the future of this nation, especially through the education sector. In that context, Madrasah Ibtidaiyah Nahdlatul Ulama (MINU) Bangil Pasuruan, East Java, is a "lantern" for Indonesia's future multiculturalism that has implemented multicultural education management well. It involves various religious and ethnic cultural organizations, such as NU, Muhammadiyah, and others. Also, there are several ethnic groups like Javanese, Sundanese, Madurese, and Chinese. This qualitative research with a phenomenological approach-case study attempts to analyze the implementation of multicultural education management to develop conflict resolution learning at MINU Bangil Pasuruan. This research shows that the application of multicultural education management is running well with the main learning models based on visiting culture class learning. Meanwhile, the impact of multicultural education management includes 1) the life and interpersonal relationships of the entire academic community and the environment of educational institutions becoming more harmonious and inclusive, despite the ethnic plurality in the community; and 2) the learning process becomes more enjoyable and effective because it is supported by the growing sense of belonging and love between teachers and students.

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“…Recently, the study of various aspects of this problem has appeared in the pedagogical literature. Thus, there appear such positions as teacher autonomy in its relationship with self-efficacy (Soobin Choi, Xinyi Mao, 2021) [36], the implementation of autonomy in pedagogical practice (Xuan Nhat Chi Mai Nguyen, Ian Walkinshaw, 2018) [37], the ability of the learner to autonomous and critical thinking (José FO Granjo, Maria G. Rasteiro (2020) [38], social, individual and cultural dimensions of autonomy in teaching (Biljana Ivanovska, 2015) [39], autonomy with respect to teaching methodology, instructional materials, course content, assessment, lesson planning (Cirocki, Andrzej, Anam, Syafi'ul, 2021) [40], autonomy as a central component of learning, teaching (Diane Railton, Paul Watson, 2005) [41], the impact of autonomy on student well-being (Arielle Bonneville-Roussy, Emese Hruska, and Hayley Trower, 2020) [42] and others.…”

Section: Structural Components Of the Process Of Forming The Spiritual Values Of Student Youthmentioning

confidence: 99%

Theoretical foundations of the functioning of Education. Ways to improve the effectiveness of educational activities

Vladlenov¹

2021

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Teacher autonomy for improving teacher self-efficacy in multicultural classrooms: A cross-national study of professional development in multicultural education

Cited by 37 publications

References 66 publications

Preservice Teachers from Physical Education: Differences between Ireland and Spain in Teaching Personal and Social Responsibility

Preservice Teachers from Physical Education: Differences between Ireland and Spain in Teaching Personal and Social Responsibility

Managing Multicultural Islamic Education through Conflict Resolution Learning Development in Indonesia

Theoretical foundations of the functioning of Education. Ways to improve the effectiveness of educational activities

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