Examining Teachers' Beliefs about Teaching in Culturally Diverse Classrooms

Cabello, Beverly; Burstein, Nancy

doi:10.1177/0022487195046004007

Cited by 64 publications

(42 citation statements)

References 12 publications

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“…She not only examined her beliefs about teaching a class of diverse learners but she also explored the effectiveness of her practices in accommodating the various cultures, lifestyles, and learning styles of her students (Cabello & Burstein, 1995;Ladson-Billings, 1995;Reinke & Moseley, 2002). Mrs Coetzee was willing to cross cultural borders which required a renegotiation of her beliefs and ideas in an attempt to understand and assimilate the values and beliefs of her diverse learners.…”

Section: Analysis and Discussion Of Findingsmentioning

confidence: 99%

The Teacher as an Agent of Meaningful Educational Change

2017

EDUC SCI-THEOR PRACT

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Section: Analysis and Discussion Of Findingsmentioning

confidence: 99%

The Teacher as an Agent of Meaningful Educational Change

2017

EDUC SCI-THEOR PRACT

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“…Theory and research about teachers' beliefs also emphasizes that the teachers' beliefs and their teaching behavior can't be separated (Cabello & Burstein, 1995;Kennedy, 2006;Tabachinick, 1985;Tatto, 1998). In addition, many studies have showed that teachers may have different teaching beliefs due to different backgrounds, and may make a lot of different decisions, which affect their teaching modes (Levin, 2008;Tang, 1993;Yan, 1996;Zhuang, 1993).…”

Section: What Kind Of Teachers Results In What Kind Of Studentmentioning

confidence: 99%

Teach to live or live to teach: A case study on the educational beliefs of displaced teachers in Taiwan

Su¹

2011

IJRSE

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Current changes in the Taiwan's Teacher Education Law has brought forth new and diverse outlook on Taiwan's teacher education. The law aims at breaking the traditional conservative approach on teacher education; a provision which allow students of non-education degree (as oppose to graduates of normal colleges) to pursue teaching credentials, hence providing a more diverse choice in teacher selection. However, the over expansion of schools who provide such kind of teaching credentials, has resulted in the over saturation of the market with surplus workforce, thus leading to extreme competition of the job market and the appearance of the concept of teachers without regular jobs, vagabond teachers, or just simply displaced teachers. This phenomenon is being herald as the resulting problem of the Taiwan's Teacher Education Law, however, few studies has been conducted on such relevant issues.Therefore, in order to further understand the issue, this case study shall focus on the so-called displaced teachers' educational beliefs and the factors that may affect the teachers' choice of career. Individual semi-structured interviews were conducted on twelve (12) displaced teachers, to understand the impact of educational beliefs on their attitude in facing the intense career competition. Result shows that there is a direct correlation between the teachers' current career choice and their initial educational beliefs. Findings shall serve as a point of reference for contemporary visions on future teacher education policy.

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“…Since bilingual programs emphasize both adoption of English and retention of the heritage culture language (Cummins, 2000), participants who are desire to retain their heritage culture may be more attracted to bilingual programs rather than ESL programs. Furthermore, in bilingual programs, teacher candidates are usually expected to respect their language minority students' culture (Cabello & Burstein, 1995), function successfully in cross-cultural setting (Giles, Coupland, Williams, & Leets, 1991), and understand the relationship between culture and language (Chisholm, 1994) so as to provide quality education to ELLs.…”

Section: Discussionmentioning

confidence: 99%

A Psychological Profile of Acculturation, Ethnic Identity and Teaching Efficacy among Latino In-service Teachers

Tong

Castillo²,

Pérez³

2010

IES

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This study examined psychological constructs of acculturation, ethnic identity, and teaching efficacy among 89 Latino in-service teachers serving minority students. Results showed significant differences in these constructs in relation to certification, program taught, and years of teaching. First, bilingual teachers were less likely to be assimilated to White-American culture compared to traditionally/alternatively prepared ESL teachers. Second, traditionally certified ESL teachers were more efficacious in controlling disruptive behavior than alternatively prepared ESL teachers. Finally, higher acculturated teachers were associated with university route and ESL program while low acculturation individuals were more likely to hold alternative certification and teach in bilingual program. Educational implications were discussed.

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Examining Teachers' Beliefs about Teaching in Culturally Diverse Classrooms

Cited by 64 publications

References 12 publications

The Teacher as an Agent of Meaningful Educational Change

The Teacher as an Agent of Meaningful Educational Change

Teach to live or live to teach: A case study on the educational beliefs of displaced teachers in Taiwan

A Psychological Profile of Acculturation, Ethnic Identity and Teaching Efficacy among Latino In-service Teachers

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