教师文化响应性教学信念的架构：连结原住民课程教学动机与原住民学生关系

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-04-23 DOI:10.1016/j.tate.2025.105020

Keiko C.P. Bostwick , Andrew J. Martin , Kevin Lowe , Greg Vass , Annette Woods , Tracy L. Durksen

{"title":"教师文化响应性教学信念的架构：连结原住民课程教学动机与原住民学生关系","authors":"Keiko C.P. Bostwick , Andrew J. Martin , Kevin Lowe , Greg Vass , Annette Woods , Tracy L. Durksen","doi":"10.1016/j.tate.2025.105020","DOIUrl":null,"url":null,"abstract":"<div><div>Based on previous research into Aboriginal education, this paper examines a quantitative framework for culturally responsive teaching (CRT) composed of five key dimensions: Understanding Community; Curriculum Work; Reflexive Discussions; Collaborative Teaching Practices; and Learning through Cultural Mentorship. With data from 119 teachers in schools with high percentages of Aboriginal students, there was strong empirical evidence for the CRT framework. In turn, there were also significant associations between CRT factors and other teaching beliefs relevant to Aboriginal education, such as teachers’ self-efficacy for teaching Aboriginal perspectives and their relationships with Aboriginal students. Implications for CRT quantitative research and professional development are discussed.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"161 ","pages":"Article 105020"},"PeriodicalIF":4.0000,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"A framework for teachers’ culturally responsive teaching beliefs: Links to motivation to teach Aboriginal curriculum and relationships with Aboriginal students\",\"authors\":\"Keiko C.P. Bostwick , Andrew J. Martin , Kevin Lowe , Greg Vass , Annette Woods , Tracy L. Durksen\",\"doi\":\"10.1016/j.tate.2025.105020\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><div>Based on previous research into Aboriginal education, this paper examines a quantitative framework for culturally responsive teaching (CRT) composed of five key dimensions: Understanding Community; Curriculum Work; Reflexive Discussions; Collaborative Teaching Practices; and Learning through Cultural Mentorship. With data from 119 teachers in schools with high percentages of Aboriginal students, there was strong empirical evidence for the CRT framework. In turn, there were also significant associations between CRT factors and other teaching beliefs relevant to Aboriginal education, such as teachers’ self-efficacy for teaching Aboriginal perspectives and their relationships with Aboriginal students. Implications for CRT quantitative research and professional development are discussed.</div></div>\",\"PeriodicalId\":48430,\"journal\":{\"name\":\"Teaching and Teacher Education\",\"volume\":\"161 \",\"pages\":\"Article 105020\"},\"PeriodicalIF\":4.0000,\"publicationDate\":\"2025-04-23\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Teaching and Teacher Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0742051X25000964\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0742051X25000964","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

摘要

本文在对原住民教育研究的基础上，探讨了文化响应教学（CRT）的量化框架，包括五个关键维度：理解社区；课程工作;反射性的讨论;协作式教学实践；通过文化指导学习。根据来自土著学生比例高的学校的119名教师的数据，有强有力的经验证据支持CRT框架。此外，CRT因素与其他原住民教育相关的教学信念，如教师教授原住民观点的自我效能感，以及他们与原住民学生的关系，也有显著的关联。讨论了对CRT定量研究和专业发展的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

A framework for teachers’ culturally responsive teaching beliefs: Links to motivation to teach Aboriginal curriculum and relationships with Aboriginal students

Based on previous research into Aboriginal education, this paper examines a quantitative framework for culturally responsive teaching (CRT) composed of five key dimensions: Understanding Community; Curriculum Work; Reflexive Discussions; Collaborative Teaching Practices; and Learning through Cultural Mentorship. With data from 119 teachers in schools with high percentages of Aboriginal students, there was strong empirical evidence for the CRT framework. In turn, there were also significant associations between CRT factors and other teaching beliefs relevant to Aboriginal education, such as teachers’ self-efficacy for teaching Aboriginal perspectives and their relationships with Aboriginal students. Implications for CRT quantitative research and professional development are discussed.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.