Johanna M Tigert
Datos Biográficos
| ID | 5997985 |
|---|---|
| NOMBRE | Johanna M Tigert |
| NOMBRES | Johanna M |
| APELLIDO | Tigert |
| FIRMA | TIGERT J M |
| AFILIACIONES | University of Turku |
| ORCID | 0000-0003-2642-7064 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAS | 13 |
| TOTAL COMO AUTOR | 11 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2019 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
Integrative teaching and learning
Background Acting in a changing world demands a holistic understanding of complex phenomena. Teacher education must therefore equip candidates with both knowledge and skills in integrative teaching and learning.Purpose This study investigates how integrative teaching and learning are reflected in the curricula of Finnish primary teacher education programs during the academic year 2024–2025.Methods The curricula of ten Finnish primary teacher educ…
Using Language Portraits to Promote Critical Self-Reflection for Teaching Multilingual Students
Extending Funds of Knowledge to involve Funds of Identity
Purpose Funds of Knowledge (FoK) are bodies of knowledge, skills, experiences and social and cultural ways of interacting that people and communities accumulate over generations. This paper aims to provide a contemporary review of the FoK theory, which makes a plea for teaching that draws on students’ and their families’ knowledge, skills and experiences. At the same time, the paper supports the notion that FoK need to be extended to involve Fund…
Teaching Culturally and Linguistically Diverse Learners
Background or Context: Teachers are often positioned as the main providers of educational equity and access for culturally and linguistically diverse learners (CLDLs). Teachers’ beliefs regarding this population can play a major role in their instructional and curricular decisions. Purpose, Objective, Research Question, or Focus of Study: In this study, we use a lens of professionalization to examine how teacher beliefs might be influenced during…
A space for culturally and linguistically diverse learners
When considering access to broader learning opportunities beyond the core curriculum for Culturally and Linguistically Diverse Learners (CLDLs), the world language classroom is rarely a space that offers such access, despite the fact that CLDLs should have as much access to the development of multilingualism through school curricula as dominant English speakers. In this paper, three teacher educators use a reflective, dialogic method to unpack th…
Beyond the “Core” curriculum
Classrooms are becoming increasingly multilingual spaces (Lucas, Strom, Bratkovich, & Wnuk, 2018; Villegas, SaizdeLaMora, Martin, & Mills, 2018), but teachers continue to feel unprepared to meet th
From humanizing principles to humanizing practices
Beyond the “Core”
Classrooms in English‐dominant countries are increasingly multilingual spaces, and research has called for teacher preparation to focus more specifically on the needs of culturally and linguistically diverse (CLD) learners. Indeed, efforts have been made to better train pre‐ and in‐service teachers of math, social science, English language arts, and sciences to work with CLD learners. However, we argue that concentrating efforts only in the core …
Humanizing Classroom Management as a Core Practice for Teachers of Multilingual Students
Developing humanizing, culturally and linguistically responsive and justice‐oriented classroom management practices require integrating robust theoretical principles with practice‐based teaching experiences. Here, we explore how using Core Practices (CPs) as a foundation for reflecting on and enacting classroom management helped novice teachers (NTs) build humanizing pedagogies for organizing and managing classrooms populated by multilingual stud…
An investigation of museum educators' questioning during field trips
Vanilla sauce and songs
To educate their diverse learners in a culturally and linguistically responsive way, teachers must recognise that students come to school with rich literacies learned in their homes and communities. To shed light on one particular linguistic group’s engagement with literacies in the context of community, the current study examines a Finnish heritage language school in the U.S. Through the lenses of literacy socialisation and new literacies, the s…
From humanizing principles to humanizing practices
Vanilla sauce and songs
To educate their diverse learners in a culturally and linguistically responsive way, teachers must recognise that students come to school with rich literacies learned in their homes and communities. To shed light on one particular linguistic group’s engagement with literacies in the context of community, the current study examines a Finnish heritage language school in the U.S. Through the lenses of literacy socialisation and new literacies, the s…
Humanizing Classroom Management as a Core Practice for Teachers of Multilingual Students
Developing humanizing, culturally and linguistically responsive and justice‐oriented classroom management practices require integrating robust theoretical principles with practice‐based teaching experiences. Here, we explore how using Core Practices (CPs) as a foundation for reflecting on and enacting classroom management helped novice teachers (NTs) build humanizing pedagogies for organizing and managing classrooms populated by multilingual stud…
Vanilla sauce and songs
To educate their diverse learners in a culturally and linguistically responsive way, teachers must recognise that students come to school with rich literacies learned in their homes and communities. To shed light on one particular linguistic group’s engagement with literacies in the context of community, the current study examines a Finnish heritage language school in the U.S. Through the lenses of literacy socialisation and new literacies, the s…
An investigation of museum educators' questioning during field trips
A space for culturally and linguistically diverse learners
When considering access to broader learning opportunities beyond the core curriculum for Culturally and Linguistically Diverse Learners (CLDLs), the world language classroom is rarely a space that offers such access, despite the fact that CLDLs should have as much access to the development of multilingualism through school curricula as dominant English speakers. In this paper, three teacher educators use a reflective, dialogic method to unpack th…
Beyond the “Core” curriculum
Classrooms are becoming increasingly multilingual spaces (Lucas, Strom, Bratkovich, & Wnuk, 2018; Villegas, SaizdeLaMora, Martin, & Mills, 2018), but teachers continue to feel unprepared to meet th
From humanizing principles to humanizing practices
Beyond the “Core”
Classrooms in English‐dominant countries are increasingly multilingual spaces, and research has called for teacher preparation to focus more specifically on the needs of culturally and linguistically diverse (CLD) learners. Indeed, efforts have been made to better train pre‐ and in‐service teachers of math, social science, English language arts, and sciences to work with CLD learners. However, we argue that concentrating efforts only in the core …
Humanizing Classroom Management as a Core Practice for Teachers of Multilingual Students
Developing humanizing, culturally and linguistically responsive and justice‐oriented classroom management practices require integrating robust theoretical principles with practice‐based teaching experiences. Here, we explore how using Core Practices (CPs) as a foundation for reflecting on and enacting classroom management helped novice teachers (NTs) build humanizing pedagogies for organizing and managing classrooms populated by multilingual stud…
Teaching Culturally and Linguistically Diverse Learners
Background or Context: Teachers are often positioned as the main providers of educational equity and access for culturally and linguistically diverse learners (CLDLs). Teachers’ beliefs regarding this population can play a major role in their instructional and curricular decisions. Purpose, Objective, Research Question, or Focus of Study: In this study, we use a lens of professionalization to examine how teacher beliefs might be influenced during…
Extending Funds of Knowledge to involve Funds of Identity
Purpose Funds of Knowledge (FoK) are bodies of knowledge, skills, experiences and social and cultural ways of interacting that people and communities accumulate over generations. This paper aims to provide a contemporary review of the FoK theory, which makes a plea for teaching that draws on students’ and their families’ knowledge, skills and experiences. At the same time, the paper supports the notion that FoK need to be extended to involve Fund…
Integrative teaching and learning
Background Acting in a changing world demands a holistic understanding of complex phenomena. Teacher education must therefore equip candidates with both knowledge and skills in integrative teaching and learning.Purpose This study investigates how integrative teaching and learning are reflected in the curricula of Finnish primary teacher education programs during the academic year 2024–2025.Methods The curricula of ten Finnish primary teacher educ…
Using Language Portraits to Promote Critical Self-Reflection for Teaching Multilingual Students
Pedagogy (8 obras) · Sociology (8 obras) · Multilingual Education and Policy (7 obras) · Political science (7 obras) · Psychology (7 obras) · Curriculum (5 obras) · Teacher education (5 obras) · Educator Training and Historical Pedagogy (4 obras) · Mathematics education (4 obras) · Teacher Education and Leadership Studies (4 obras)