Dispositions towards diversity: two pre-service teachers’ experiences of living and teaching in a remote indigenous community

Stahl, Garth; Brock, Cynthia H.; Young, John A.; Caldwell, David; Sharplin, Erica; Boyd, Fenice B.

doi:10.1080/14681366.2019.1665090

Cited by 4 publications

(4 citation statements)

References 44 publications

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“…It is likely that the combination of being far from home, in a contrasting location and without daily comforts and routines, along with the challenges of teaching, gave the PSTs the intellectual and emotional space to 'stop and ponder' and distil the new experiences they encountered, as they sat with both the familiarity of one another and the unfamiliarity of their surroundings. Analysis of a similar PST programme by Stahl et al (2020) concluded that experiences with dissonance and isolation can prompt questioning of values, beliefs and position. This experience has the potential to enhance PSTs' intercultural understanding and positively inform their relationship to difference as they move into a profession which demands a commitment to developing self-knowledge, identity formation, interpersonal communication and empathy.…”

Section: Implications For Psts and Their Future Practicementioning

confidence: 99%

Difference as an essential teacher in a Them-Us international context: Pre-service teachers’ reflections on a university township teaching project

Carter

Knight

Vickers-Hulse

2021

Pedagogy, Culture & Society

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This article explores data from a group of British pre-service teachers (PST) following a teaching programme in South Africa. Their reflections are analysed in relation to assertions that such intercultural programmes do little to change hegemonic beliefs about the 'other'. Analysis of questionnaire and interview data suggests that whilst these assertions have some validity, the issues are complex and nuanced. Findings indicate apparent shifts from object-based to relational views of the 'other', though these shifts were not always complete or fully developed. Sitting with uncertainty and discomfort prompted PSTs' critical reflections demonstrating the interactive and dialogic nature of intercultural understanding and provided the pre-requisites for personal and professional development. We conclude that when appropriately orientated, teaching placements in the global South can encourage critical, relational pedagogies, intercultural understanding and a dialectical relationship with difference which can translate into positive shifts in PST beliefs and practice.

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Section: Implications For Psts and Their Future Practicementioning

confidence: 99%

Difference as an essential teacher in a Them-Us international context: Pre-service teachers’ reflections on a university township teaching project

Carter

Knight

Vickers-Hulse

2021

Pedagogy, Culture & Society

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“…En este escenario pluricultural, la capacitación intercultural del profesorado representa una demanda cada vez más evidente y urgente, especialmente en el caso del novel (Stahl et al, 2019). En este contexto, numerosos estudios han venido a destacar el choque con la realidad que suelen experimentar los nuevos docentes al inicio de su carrera (Kelchtermans, 2019;Voss & Kunter, 2019).…”

Section: Revisión De La Literaturaunclassified

“…Los retos y desafíos que plantea la diversidad en las aulas no pueden ser abordados mediante estrategias improvisadas y azarosas, sino que se precisa de nuevos modelos que pongan el énfasis en la colaboración y en la reflexión conjunta sobre la propia práctica docente. Ahora bien, si es importante capacitar al profesorado en el enfoque colaborativo para el aprendizaje en interculturalidad, no lo es menos cuidar la forma en la que se hace, ya que con una perspectiva inadecuada se corre el riesgo de provocar el surgimiento de actitudes negativas y prejuiciosas entre los que recién inician su práctica profesional (Stahl et al, 2019). Parece, por tanto, que la construcción de una nueva escuela democrática e intercultural requiere del diseño de un nuevo paradigma de aprendizaje docente, en el que la colaboración, la reflexión y el diálogo entre las diferentes culturas y experiencias se conviertan en sus ejes transversales (Leiva, 2017).…”

Section: Discusión Y Conclusionesunclassified

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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“…Clearly teachers working in remote communities need preparation and support to effectively educate children living with the effects of complex trauma. Initial teacher education programs face a formidable task in doing this (Stahl et al, 2020) and teachers need ongoing support and training from their employing authorities. Criticism has been directed towards teacher education programs for failure to foster the type of practical skills needed to work in schools with children affected by trauma (Koenen et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Building Trauma Informed Teachers: A Constructivist Grounded Theory Study of Remote Primary School Teachers’ Experiences With Children Living With the Effects of Complex Childhood Trauma

Brown

Howard²,

Walsh³

2022

Front. Educ.

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The experiences of remote teachers who work with children living with the effects of complex childhood trauma is under explored. Children from remote areas of Australia are vulnerable to complex childhood trauma as their communities can face the effects of colonization, higher rates of disadvantage and exposure to potentially traumatic circumstances, such as natural disasters and family and community violence. This is compounded by the tyranny of distance in accessing effective supports. In such contexts, the roles of schools and teachers in addressing the debilitating impacts of trauma are both vital and amplified. This article summarizes a qualitative study, incorporating constructivist grounded theory, that generated a new theory to explain social processes that teachers in remote schools undergo when working with the effects of complex childhood trauma. Data were collected from teachers in individual interviews (n = 23) and a focus group. Data were analyzed using constant comparative method, emergent themes were categorized, leading to the development of the grounded theory, Building Trauma Informed Teachers. This overarching theory consists of seven categories. This study contributes insights into the scope and nature of the work of teachers in remote schools and recommends ways in which cognate systems can prepare and support teachers for their professional work supporting and educating trauma-impacted children.

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Dispositions towards diversity: two pre-service teachers’ experiences of living and teaching in a remote indigenous community

Cited by 4 publications

References 44 publications

Difference as an essential teacher in a Them-Us international context: Pre-service teachers’ reflections on a university township teaching project

Difference as an essential teacher in a Them-Us international context: Pre-service teachers’ reflections on a university township teaching project

Formación colaborativa en interculturalidad del profesorado de Educación Infantil y Primaria

Building Trauma Informed Teachers: A Constructivist Grounded Theory Study of Remote Primary School Teachers’ Experiences With Children Living With the Effects of Complex Childhood Trauma

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