Supporting secondary teacher candidates' teacher development as culturally responsive teachers
dc.contributor.author | Fickel L | |
dc.contributor.author | Abbiss, J E | |
dc.date.accessioned | 2018-01-14T21:37:20Z | |
dc.date.available | 2018-01-14T21:37:20Z | |
dc.date.issued | 2017 | en |
dc.date.updated | 2017-08-03T02:45:31Z | |
dc.description.abstract | In 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.citation | Fickel 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.uri | http://hdl.handle.net/10092/14954 | |
dc.language.iso | en | |
dc.subject.anzsrc | Field of Research::13 - Education::1303 - Specialist Studies in Education::130313 - Teacher Education and Professional Development of Educators | en |
dc.title | Supporting secondary teacher candidates' teacher development as culturally responsive teachers | en |
dc.type | Conference Contributions - Other | en |
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