Preparing culturally responsive teachers through multicultural field experiences
A case study in China
Bibliographic Data
| ID | 21494722 |
|---|---|
| Authors | Delin Kong (0000-0002-2647-4760, Huazhong University of Science and Technology), Min Zou (0000-0001-7076-635X, Beijing Institute of Technology, corresponding author) |
| Year | 2022 |
| Volume | 48 |
| Issue | 2 |
| Pages | 263-265 |
| Publication date | 2022-03-15 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Education for Teaching International Research and Pedagogy (JOURNAL) |
| Journal identifiers | ISSN: 0260-7476 • E-ISSN: 1360-0540 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02607476.2022.2044268 |
| OpenAlex | W4213338391 |
| Language | EN |
| References cited | 4 |
This study introduces a multicultural field experience for pre-service teachers in China. Allowing pre-service teachers to work directly with multicultural students in multicultural contexts, the multicultural field experience was found to impact positively on pre-service teachers’ culturally responsive teaching (CRT) beliefs and practices. Implications for initial teacher education are included
China · Cultural competence · Cultural diversity · Multicultural education · Multiculturalism · Pedagogy · Political science · Sociology · Teacher education · Diverse Educational Innovations Studies · Global Education and Multiculturalism · Psychology · Teacher Education and Leadership Studies
| Highly cited | No |
|---|