Supporting secondary teacher candidates' teacher development as culturally responsive teachers

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dc.contributor.authorFickel L
dc.contributor.authorAbbiss, J E
dc.date.accessioned2018-01-14T21:37:20Z
dc.date.available2018-01-14T21:37:20Z
dc.date.issued2017en
dc.date.updated2017-08-03T02:45:31Z
dc.description.abstractIn New Zealand, as in many western democracies, the continuing disparity in educational outcomes has resulted in a growing call for changes in teacher preparation to better support culturally diverse learners in ways that are responsive to the particular national and cultural contexts. This paper presents findings from a teacher education program specifically designed to address this national need by preparing new teachers “who are critical pedagogues, action competent and culturally responsive.” Grounded in socio-cultural theory, this practitioner-inquiry examines how the iterative use of a synthesizing framework within the program supports secondary teacher candidates to develop their professional identity as culturally responsive teachers.en
dc.identifier.citationFickel L, Abbiss JE (2017). Supporting secondary teacher candidates' teacher development as culturally responsive teachers. San Antonio, Texas: American Educational Research Association Annual Conference. 27/04/2017-01/05/2017.en
dc.identifier.urihttp://hdl.handle.net/10092/14954
dc.language.isoen
dc.subject.anzsrcField of Research::13 - Education::1303 - Specialist Studies in Education::130313 - Teacher Education and Professional Development of Educatorsen
dc.titleSupporting secondary teacher candidates' teacher development as culturally responsive teachersen
dc.typeConference Contributions - Otheren
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