Simulated field experiences and culturally responsive pedagogy among teacher candidates

Ghazarian, Peter G.; Kormos, Erik; Wisdom, Kendra

doi:10.1080/14675986.2022.2144073

Cited by 3 publications

(1 citation statement)

References 42 publications

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“…For successful CRT, teachers must avoid the trap of a deficit or deprivation perspective and instead recognize the importance of students' cultural and intercultural capital [78]. The fact that these teachers maintain high expectations of student performance may be a determining factor for their academic success [38,41,61].…”

Section: Culturally Responsive Teaching (Crt)mentioning

confidence: 99%

Teachers’ Perspectives on Students’ Cultural Diversity: A Systematic Literature Review

Semião,

Mogarro,

Pinto

et al. 2023

Education Sciences

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Cultural diversity in schools takes on various forms, including social class, ethnicity, religion and nationality, among other factors that constitute students’ identity, influencing their learning. Therefore, one of the biggest challenges that educational systems face internationally is the effective inclusion of all children and young people in schools. For this process to be successful, the roles played by teachers are essential. Thus, our main objective with this systematic literature review is to expand knowledge and awareness of cultural diversity issues to promote the inclusion of learners from primary to secondary education in Europe. To achieve this, we will highlight teachers’ perceptions of students’ cultural diversity and identify a range of strategies and practices that can contribute to the development of their professional learning. The search was conducted in two databases, Scopus and the Web of Science, and focused on articles published between 2010 and 2022. Of the 3976 identified articles, 41 were included in this study. The findings suggest that teachers consider diversity to be a challenge despite the existence of a favorable view toward students’ cultural diversity. A set of solutions is given for the development of inclusion processes.

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Section: Culturally Responsive Teaching (Crt)mentioning

confidence: 99%

Teachers’ Perspectives on Students’ Cultural Diversity: A Systematic Literature Review

Semião,

Mogarro,

Pinto

et al. 2023

Education Sciences

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Midwestern In‐service Teachers' Raciolinguistic Mindset and Pedagogies for Emergent Bilingual Learners: Whose Equity and Excellence Are We Seeking For?

Song,

Schultz,

Child

et al. 2023

TESOL Quarterly

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This mixed methods study examined how a National Professional Development Grant project's first cohort (2018–2020) in the Midwest impacted mostly White and monolingual inservice teachers who work with emergent bilingual learners (EBLs). Two research questions (RQs) guided this study: RQ1: What were the inservice teachers English language ideologies and their confidence in teaching EBLs after they completed professional development on racially, linguistically, and culturally (RLC) responsive teaching mindsets and pedagogies? and RQ2: How did the inservice teachers respond to prompts about raciolinguistic ideologies and EBLs' use of Standard American English? Quantitative t‐tests and factor analyses on pre‐post teacher surveys were conducted to investigate RQ1. Qualitative open and axial analyses on teachers' reflections to prompts about language ideologies were completed for RQ2. Quantitative results revealed that a majority of the participating teachers reported improved confidence in developing RLC responsive teaching strategies for EBLs. At the same time, their reflections showed that they persisted in their deeply‐rooted raciolinguistic ideologies about English, even though they intended to acknowledge and appreciate EBLs' use of language varieties.

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What is known about simulation technologies and their application to Initial Teacher Education: A scoping review

Hillyar,

Smithers,

Deehan

et al. 2024

Aust. Educ. Res.

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Simulation technologies are emerging as a possible solution to prepare Initial Teacher Education (ITE) students for the classroom and reduce undue pressure on supervising teachers. This paper presents a scoping review that reports on what is currently known regarding simulated technologies and their application to ITE programs. The review scoped the literature published between January 2013 and March 2023, with 16 studies identified for inclusion. Using descriptive statistics and a narrative synthesis method, this review maps the response to different types of simulation technologies and the impact of simulation on ITE students’ teaching skills and pedagogies. Unanimously, the studies agree that simulation is beneficial to ITE students as an authentic preparation tool to strengthen teaching skills and pedagogies. Conversely, ITE student responses to simulation are mixed. The research identifies the need for continued research and development in this emerging field. Longitudinal impacts of simulation in ITE programs are yet to be reported. This review recommends that future research builds upon the initial evidence, including larger participant numbers, clarifying the ideal duration of simulation for ITE students, and taking up a universal definition of simulation.

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Simulated field experiences and culturally responsive pedagogy among teacher candidates

Cited by 3 publications

References 42 publications

Teachers’ Perspectives on Students’ Cultural Diversity: A Systematic Literature Review

Teachers’ Perspectives on Students’ Cultural Diversity: A Systematic Literature Review

Midwestern In‐service Teachers' Raciolinguistic Mindset and Pedagogies for Emergent Bilingual Learners: Whose Equity and Excellence Are We Seeking For?

What is known about simulation technologies and their application to Initial Teacher Education: A scoping review

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