{"title":"多元文化教育的专业发展:来自混合式在职教师培训计划的经验教训","authors":"Betül Baldan Babayiğit , Demet Sever , Bilge Çam Aktaş , Buket Kip Kayabaş , Emine Aysın Şenel , Meral Güven","doi":"10.1016/j.tate.2025.105151","DOIUrl":null,"url":null,"abstract":"<div><div>This study evaluates the effectiveness of a blended multicultural in-service teacher training programme (MITTP) based on a participatory evaluation model. Adopting a mixed-methods experimental design, this study investigates the MITTP through a pre- and post-test comparison between the experimental and the control group supported by the appraisals and reflective journals of participating teachers. The findings revealed that the MITTP was effective in terms of promoting teachers' egalitarian and multicultural pedagogical competencies along with their resilience. It was also found that the MITTP mainly owed its effectiveness to its flexible, collaborative and practice-based nature, which allowed teachers to learn from each other's experiences.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"165 ","pages":"Article 105151"},"PeriodicalIF":3.9000,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Professional Development for Multicultural Education: Lessons from a Blended In-Service Teacher Training Programme\",\"authors\":\"Betül Baldan Babayiğit , Demet Sever , Bilge Çam Aktaş , Buket Kip Kayabaş , Emine Aysın Şenel , Meral Güven\",\"doi\":\"10.1016/j.tate.2025.105151\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><div>This study evaluates the effectiveness of a blended multicultural in-service teacher training programme (MITTP) based on a participatory evaluation model. Adopting a mixed-methods experimental design, this study investigates the MITTP through a pre- and post-test comparison between the experimental and the control group supported by the appraisals and reflective journals of participating teachers. The findings revealed that the MITTP was effective in terms of promoting teachers' egalitarian and multicultural pedagogical competencies along with their resilience. It was also found that the MITTP mainly owed its effectiveness to its flexible, collaborative and practice-based nature, which allowed teachers to learn from each other's experiences.</div></div>\",\"PeriodicalId\":48430,\"journal\":{\"name\":\"Teaching and Teacher Education\",\"volume\":\"165 \",\"pages\":\"Article 105151\"},\"PeriodicalIF\":3.9000,\"publicationDate\":\"2025-07-10\",\"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/S0742051X25002288\",\"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/S0742051X25002288","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}
Professional Development for Multicultural Education: Lessons from a Blended In-Service Teacher Training Programme
This study evaluates the effectiveness of a blended multicultural in-service teacher training programme (MITTP) based on a participatory evaluation model. Adopting a mixed-methods experimental design, this study investigates the MITTP through a pre- and post-test comparison between the experimental and the control group supported by the appraisals and reflective journals of participating teachers. The findings revealed that the MITTP was effective in terms of promoting teachers' egalitarian and multicultural pedagogical competencies along with their resilience. It was also found that the MITTP mainly owed its effectiveness to its flexible, collaborative and practice-based nature, which allowed teachers to learn from each other's experiences.
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.