Developing the Culturally Responsive Teacher

Morgan M. Jobe, Eileen M. Wertzberger, K. Taylor
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引用次数: 0

Abstract

This chapter will use autoethnography to provide a comprehensive look at culturally responsive teaching by exploring three different perspectives at different stages in education: (1) the white female high school English teacher working with teens, (2) the Puerto Rican female undergraduate instructor working with pre-service teachers, and (3) the white female graduate professor working with in-service teachers. Collectively, the three perspectives will share experiences through storytelling about culturally responsive teaching as necessary practice in preparation for classroom teaching, emphasizing the need for more intentional instruction on race, culture, and ethnicity in teacher preparation programs. Ultimately, this chapter will demonstrate that culturally responsive teaching evolves over a teacher's lifetime, and to be truly transformative, culturally responsive teachers must adapt to the culture and contexts of their students.
培养文化反应型教师
本章将运用自我民族志,通过探索不同教育阶段的三个不同视角,对文化响应性教学进行全面研究:(1)与青少年合作的白人高中女英语教师,(2)与职前教师合作的波多黎各女本科讲师,以及(3)与在职教师合作的白人女研究生教授。总的来说,这三种观点将通过讲故事的方式分享文化响应教学作为课堂教学准备的必要实践的经验,强调在教师准备计划中需要更多关于种族、文化和民族的有意识指导。最后,本章将证明,文化响应型教学在教师的一生中不断发展,要成为真正的变革型教师,文化响应型教师必须适应学生的文化和背景。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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