Teachers working in culturally diverse classrooms: implications for the development of professional standards and for teacher education

Thomas, Sue; Kearney, Judith

doi:10.1080/13598660801971625

Cited by 35 publications

(13 citation statements)

References 19 publications

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“…Our review indicates that there is a paucity of information about the kind of experiences that would be most useful in an OSPEX program. In a more recent analysis, Thomas & Kearney (2008) argued that there is a link between cultural awareness and confidence in teaching, and this link needs to be explored in both domestic and OSPEX contexts.…”

Section: The Emerging Global Context Of Professional Culturementioning

confidence: 99%

“…However, relatively little is known about how to better prepare pre-service teachers for both the domestic and international teaching contexts (Leask, 2009; Thomas & Kearney, 2008), It would appear that while the teaching profession has become increasing globally mobile (Mahan & Stachowski, 1990;Proctor, Rentz & Jackson, 2001;Stachowski & Mahan, 1998;Thomas & Hill, 1994;) curricula at the tertiary level is not providing students with a teaching perspective that is flexible enough to be transferable from the Australian perspective to a more global outlook (Rivzi 2007). This situation has not gone unnoticed with reforms in teacher education continuing to call for innovative classroom experiences for prospective teachers (Ramsey Report, 2000;New South Wales Institute of Teachers, 2012).…”

Section: The Emerging Global Context Of Professional Culturementioning

confidence: 99%

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Pre-Service Teachers’ Attitudes Towards Overseas Professional Experience: Implications for Professional Practice

Chinnappan

McKenzie

Fitzsimmons

2013

AJTE

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Reforms in Australia about the education of future teachers have placed a high degree of emphasis on the development of knowledge and skills that are necessary for practitioners who will ply their trade in culturally rich and diverse classrooms (Ramsey, 2000). There is now a broad consensus from key stakeholders (Australian Institute for Teaching and School Leadership, 2012) that pre-service teachers need to be provided with a range of opportunities that are grounded in classroom practices including exposure to teaching students overseas. The aim of this mixed mode study (Creswell, 2012) is to better understand the skills and knowledge that pre-service teachers need in order to function in and gain from their overseas professional experiences (OSPEX). In this study, we undertook semi-structured interviews, and then using the emerging themes compared a cohort of pre-service teachers' perceptions of OSPEX before and after their completed their professional experiences in Fiji via the use of a questionnaire. Results indicate that pre-service teachers need to be better prepared locally before attempting an OSPEX visit.

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Section: The Emerging Global Context Of Professional Culturementioning

confidence: 99%

Section: The Emerging Global Context Of Professional Culturementioning

confidence: 99%

Pre-Service Teachers’ Attitudes Towards Overseas Professional Experience: Implications for Professional Practice

Chinnappan

McKenzie

Fitzsimmons

2013

AJTE

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“…These studies have shown that school classrooms are becoming increasingly diverse although teachers may not feel prepared to teach in diverse classrooms 15,16 . Indeed, the children in a classroom may vary in terms of demographic characteristics, presence or type of learning disability, cultural background, level of preparedness in a subject, interest in classroom material, and many other variables 14,17 .…”

Section: Literature Reviewmentioning

confidence: 99%

“…Researchers who examine multicultural awareness, individuated instruction, and differentiated instruction have been able to demonstrate that the use of face-to-face teacher workshops combined online support (hybrid instruction) can raise a teacher's knowledge concerning diverse populations; can result in increased instructor confidence ratings related to teaching diverse populations; and enhances skills in teaching such populations 15,16 . Additionally, research suggests that the use of multi-age classrooms where students are not grouped according to their chronological ages and courses wherein students are unaware of their grades can result in higher test scores.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Other areas of research about teachers' professional development include multicultural understanding, individuated instruction, and differentiated instruction 12,13,14,15,16,17 . These studies have shown that school classrooms are becoming increasingly diverse although teachers may not feel prepared to teach in diverse classrooms 15,16 .…”

Section: Literature Reviewmentioning

confidence: 99%

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Lighting the way: photonics leaders II (PL2) optics and photonics teacher professional development

Gilchrist

Hilliard-Clark

Bowles

et al. 2014

12th Education and Training in Optics and Photonics Conference

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A sample group of nineteen teachers completed the second phase of the Photonics Leaders II Optics and Photonics professional development program. Participants took a basic Physics content knowledge test that was designed by a Professor of Physics. The test was completed before the teachers participated in the program and at the end of the program to gather data for statistical inquiry. Statistical studies on pre-test and post-test data indicated significant gains in physics content knowledge over time, and that instructors teaching at the middle school level or only teaching one subject area scored significantly lower during the pretest. Reports from previous participants are summarized to disseminate the percentage of teachers who have incorporated at least one workshop activity and the kind of activity performed. The concerns and limitations reported by previous participants are reviewed as well.

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The Making of Teachers for the Twenty-First Century: Australian Professional Standards and the Preparation of Culturally Responsive Teachers

Santoro¹

2013

Preparing Teachers for the 21st Century

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The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specifi c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein.

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Teachers working in culturally diverse classrooms: implications for the development of professional standards and for teacher education

Abstract: Teachers working in culturally diverse classrooms: implications for the development of professional standards and for teacher education.

Cited by 35 publications

References 19 publications

Pre-Service Teachers’ Attitudes Towards Overseas Professional Experience: Implications for Professional Practice

Pre-Service Teachers’ Attitudes Towards Overseas Professional Experience: Implications for Professional Practice

Lighting the way: photonics leaders II (PL2) optics and photonics teacher professional development

The Making of Teachers for the Twenty-First Century: Australian Professional Standards and the Preparation of Culturally Responsive Teachers

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