Transforming teacher preparation for culturally responsive teaching in Taiwan

Chou, Pei-I; Wang, Yating

doi:10.1016/j.tate.2018.06.013

Cited by 31 publications

(26 citation statements)

References 20 publications

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“…Teachers who were observed to be more culturally responsive also showed elaborative patterns of self-reflection in their teaching (Civitillo et al, 2018). With regard to teacher training, efforts are now being made to modify the teacher education curriculum by infusing elements of culturally responsive teaching, CRT (Chou et al, 2018). The importance of CRT is further underpinned in a case study by Coffey and Farinde-Wu (2016).…”

Section: Cultural Responsive Practices In Teaching and Learningmentioning

confidence: 99%

Assessment of Skills Development in Brunei Trainee Teachers: Intervention Implications

Mundia¹

2020

EUROPEAN J ED RES

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Teacher education has been innovated in Brunei to support the ongoing inclusive education and curriculum reforms. This survey investigated the development of essential instructional skills in initial Brunei trainee teachers. The sample consisted of 109 student teachers (71 females and 38 males). Significant mean scores (Mean ≥ 4, p< .05) and 95% confidence intervals were used to identify the levels of proficiency and enablers of success in teaching. Participants were proficient on 15 of the 28 skills measured by the Teacher Behaviors Checklist (Approachable; Confident; Effective communicator; Encourages; Enthusiastic; Flexible; Good listener; Humble; Prepared; Professional; Rapport; Respectful; Sensitive; Striving to be a better teacher; Understanding). From independent groups, T-tests and One-Way ANOVA analyses, other significant trends in participants' performance emerged at p< .05 level of evaluation. Females scored highest on Humble and Realistic expectations while males scored highest on Understanding. Trainee teachers aged 31-35 scored highest on: Promoting critical thinking; and Providing constructive feedback, than counterparts. Participants with higher degrees (e.g. Master of Arts) scored higher on Authoritative skills than those with lower degrees (e.g. Bachelor of Arts). Trainees with teaching experience scored significantly higher on: Accessible; Knowledge about the subject matter; and Technological competence, than those with no experience. The findings suggest the need to help pre-service teachers to gain proficiency in all teacher skills to improve the quality of education in the country. Further research was recommended.

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Section: Cultural Responsive Practices In Teaching and Learningmentioning

confidence: 99%

Assessment of Skills Development in Brunei Trainee Teachers: Intervention Implications

Mundia¹

2020

EUROPEAN J ED RES

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“…This response to diversity can lead to equity in education, which is necessary for a culturally and ideologically diverse country like Indonesia. Responding to the demand for CRP, for instance, curriculum in Taiwanese teacher-education program is reoriented to include the establishment of preservice teachers' inclusion to the development of positive attitude and meaning towards students from minority groups so that they can maintain Chinese cultural heritage (Chou, Sue, & Wang, 2018).…”

Section: Multiculturally Responsive Curriculummentioning

confidence: 99%

Multicultural Competence of Prospective Preschool Teachers in Predominantly Muslim Country

Solehuddin

Budiman

2019

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Prepared to teach young children in a multi-ethnic and religious society like in Indonesia, the prospective preschool teachers should have strong belief and practice in social justice and multiculturalism. However, this quality is not easily achievable by prospective teachers from ethnic and religious majority group, like Indonesian Muslim prospective preschool teachers who may have limited awareness and exposure to multicultural diversity. This study identified some existing multicultural competences of the participants before designing a training model to prepare prospective preschool teachers, to develop their multicultural competence. Data for this study were derived from the questionnaire and interview which reveal awareness, knowledge, and skill dimensions of multicultural competence. Findings show that the majority of the participants have a high level of multicultural awareness and indicate a difference in multicultural competence among different levels of students. Based on these findings and expert judgments, the study designs a training model to develop prospective preschool teachers’ multicultural competence which has the following sequence: systematic reflection, Socratic dialog, simulation, field practice, and reflection. The study also provides some recommendations on the inclusion of multicultural content into intracurricular and/or extracurricular activities as well as on testing and analyzing the effectiveness of the hypothetical training model resulted from this study.

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“…It is hoped that in addition to the learning of traditional subjects and it will also take care of "cross-border". The development of "cross-domain" capabilities [12]- [15]. Teachers face 12-nation curriculum, which is based on knowledge from abilities to literacy-oriented and using domain learning to replace the planning of individual subjects.…”

Section: Introductionmentioning

confidence: 99%

Vocational Teacher's Demand Analysis for the Literacy-Oriented Teaching of the 12-Nation New Curriculum: Multi-case Research Design Method

Chun-Mei¹,

Shen²,

Shen³

et al. 2020

IJSSH

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The study aims to understand that the vocational teacher responds to the teaching needs of the literacy-oriented teaching of the 12-nation new curriculum. It is important of the impact of the new curriculum on teaching and the schools' literacy-oriented teaching contents. In order to achieve this goal, this study uses a number of case studies to understand the views of teachers and vocational education experts on the teaching and needs of the 12-nation new curriculum. The result of vocational teachers' literacy-oriented teaching need was "course conversion" (30%), "curriculum development and design" (24%), "Education practice" (16%), "Student assessment" (12%), "Parental communication" (10%) and "Professional leadership" (8%). In order to understand the practical difficulties that vocational teachers may face and the measures that can provide professional teaching, and propose in-service teachers' learning activities. It is important to effectively cultivate teachers' professional-oriented teaching professional ability. Index Terms-Literacy-oriented teaching, 12-nation new curriculum, transformative learning, teaching decision-making. Education(TSSCI), Quarterly curriculum and Instruction(TSSCI). Her research interests are focusing on three major areas: (1) The e-learning, teaching mechanism and cognition change process of tertiary education.(2) The teaching excellence mechanism effect and recognition change effect of tertiary teachers.(3) Entrepreneurship education and internship curriculum development and experiment of tertiary education program. Her publications are available at:

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Transforming teacher preparation for culturally responsive teaching in Taiwan

Cited by 31 publications

References 20 publications

Assessment of Skills Development in Brunei Trainee Teachers: Intervention Implications

Assessment of Skills Development in Brunei Trainee Teachers: Intervention Implications

Multicultural Competence of Prospective Preschool Teachers in Predominantly Muslim Country

Vocational Teacher's Demand Analysis for the Literacy-Oriented Teaching of the 12-Nation New Curriculum: Multi-case Research Design Method

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