Analyzing Children’s Literature for Hidden Bias Helps Preservice Teachers Gain Pedagogical Practices in Critical Multicultural Education

Nganga, Lydiah

doi:10.1080/02568543.2019.1692109

Cited by 18 publications

(25 citation statements)

References 13 publications

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“…The literature review reveals that an excellent pedagogical knowledge has a significant correlation with effective teaching and learning in the classroom (Zamri & Fadhil, 2014;Jamil, 2012;Lo, 2014;Sulatan, Masnan, Rohaizad & Salleh, 2016). Teachers need the knowledge to develop the skills and to design quality learning activities that provide children adequate support in their learning activities (Anders & Rossbach, 2015;Bruns, Eichen & Gasteiger, 2017;Nganga, 2020;). Pedagogical knowledge influences the teaching and learning process in the classroom (Dede & Karakus, 2014;Oakley, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Pedagogical competence refers to teachers' ability to make a connection between theories and practice in the teaching and learning process (Figueiredo, Gomes & Rodrigues, 2018;Nganga, 2020;Nopriyeni, Prasetyo & Djuki, 2019). Teachers with good pedagogical knowledge can carry out an effective teaching and learning session in the classroom (Clements & Sarama, 2008;Oakley, 2020;Stipek, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…They can also make the learning session fun and exciting. This approach has been proven to enhance children's engagement, attention, focus, and interest (Dwyer & Schachter, 2019;Nganga, 2020;Jantan, Fauzi, & Resad, 2016). Besides, the fun and exciting session with playful activities can help nurture and foster the interest of children towards learning (Oakley, 2020).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Kindergarten Teacher’s Pedagogical Knowledge and Its Relationship with Teaching Experience

Buyong¹,

Mohamed²,

Satari³

et al. 2020

IJARPED

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Pedagogical knowledge is closely linked to effective teaching and learning process. Teachers with good pedagogical knowledge can make a connection between theories and practice in the classroom. This research aimed to examine Malaysian kindergarten teachers' pedagogical knowledge and its relationship with teaching experience. The survey research design and quantitative approach were used in this research. A simple random sampling technique was employed in the sample selection process, and a total of 300 teachers from a private kindergarten participated in this research. The data were collected using an adapted questionnaire from previous research. Descriptive and inferential statistics were performed to analyze the data. The data analysis shows that kindergarten teachers have an excellent pedagogical knowledge with M = 4.32 and SD = 0.54. Pearson correlation test shows that there is a weak, but positive relationship between teachers' teaching experience and pedagogical knowledge. This finding suggests that longer teaching experience contributes to higher pedagogical knowledge. The result of this study shows that private kindergarten teachers have good pedagogical knowledge, and they have received excellent in-house training courses throughout the service period.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Kindergarten Teacher’s Pedagogical Knowledge and Its Relationship with Teaching Experience

Buyong¹,

Mohamed²,

Satari³

et al. 2020

IJARPED

View full text Add to dashboard Cite

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“…Then, one way to inspire and sustain culturally and linguistically responsive practices through teacher education programs which raise awareness and increase understanding in preservice teachers is providing meaningful experiences. Integrating the study and analysis of multicultural children's literature into the coursework, so preservice teachers can learn how to support diverse stories in the classroom is one example of this method (Brindley and Laframboise, 2002;Escamilla and Nathenson-Mejia, 2003;Isler and Dedeoglu, 2019;Iwai, 2013;Landa and Stephens, 2017;Nganga, 2020). An emphasis on culturally relevant texts, points teachers toward starting with students' backgrounds, which is vital to the education of multilingual and culturally diverse students.…”

Section: Literature Reviewmentioning

confidence: 99%

Learning to support and sustain cultural (and linguistic) diversity: perspectives of preservice teachers

Senyshyn

Martinelli

2020

JME

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Purpose The purpose of this paper is to report on a collaborative project and study implemented by two teacher educators in an elementary education program. To prepare teacher candidates for field experiences and practicum in a diverse (bilingual) urban school, the program uses coursework to impart asset-based pedagogies and practices. Design/methodology/approach In this mixed-method case study, this paper examined the awareness and perspectives of preservice teachers (n = 26) to cultural and linguistic diversity and relevant teaching and learning practices. In particular, this study gauged their engagement with multicultural children’s literature in a collaborative interclass activity. The data sources included beginning and end of semester survey responses, notes on participant interactions during the mid-semester collaborative interclass activity and participant retrospective reflections about the activity. Findings This paper found that teacher candidates showed increased awareness and positive shifts in perspectives. This study also ascertaind that, in learning to become culturally (and linguistically) responsive and sustaining teachers, they benefited from collaborative peer work that focused on learning about multicultural children’s literature, analyzing it and planning to integrate it into their classrooms. Originality/value Studies show that culturally relevant literature in schools is beneficial; however, teacher candidates often lack knowledge of such literature and how to use it. This need is especially critical and relevant when learning about and implementing culturally relevant and sustaining practices. The collaborative undertaking discussed in this study fills this gap through co-teaching and interclass activity that brings preservice teachers as a cohort to collaboratively learn about, discuss, reflect on and plan lessons as they prepare to work with students from different backgrounds than their own.

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“…Despite the fact that faculty in educator preparation programs may be characterized as willing or not, it is essential to remember that “becoming a culturally aware teacher is a process. As a result, it is imperative that all teacher preparation programs provide learning opportunities that help preservice teachers develop pertinent skills” (Nganga, 2020, p. 94). Informed by the limitations of the commonly employed practices, multicultural education reform must be established and systematically implemented by faculty in educator preparation programs.…”

Section: Preservice Teachers’ Readiness To Teach Students Experiencinmentioning

confidence: 99%

Teaching About Homelessness Through Multicultural Picture Books and Virtual Reality in Preservice Teacher Education

Haghanikar

Hooper

2020

Journal of Educational Technology Systems

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Using multicultural children’s literature is one way to help preservice teachers build cultural knowledge and awareness about diversity. Another possible practice, not commonly used, is the addition of emerging technology in conjunction with conventional instructional approaches. In this article, we reviewed incorporating a lesson about homelessness in preservice teachers’ ( N = 46) respective curricula. We provided an illustrative example of the class and assignment process employed to facilitate preservice teachers’ knowledge, skills, and awareness that can be used with K-12 students who are experiencing homelessness. The goal of these assignments was to initiate or continue the conversation about building knowledge related to effective teaching practices about diversity in general and homelessness in particular. In this article, we shared an innovative instructional strategy that might lead to a shift in educators’ approaches, a move toward more diverse curriculum.

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Analyzing Children’s Literature for Hidden Bias Helps Preservice Teachers Gain Pedagogical Practices in Critical Multicultural Education

Cited by 18 publications

References 13 publications

Kindergarten Teacher’s Pedagogical Knowledge and Its Relationship with Teaching Experience

Kindergarten Teacher’s Pedagogical Knowledge and Its Relationship with Teaching Experience

Learning to support and sustain cultural (and linguistic) diversity: perspectives of preservice teachers

Teaching About Homelessness Through Multicultural Picture Books and Virtual Reality in Preservice Teacher Education

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