评估职前教师对中学课堂中不同文化和语言的学生进行区分教学的认知和实践

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Multicultural Education Pub Date : 2022-08-22 DOI:10.18251/ijme.v24i2.2473

Amani Zaier, F. Maina

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引用次数: 0

摘要

本研究调查了25名职前教师提供的自我报告和教学视频，以证明差异化教学能够满足美国文化和语言多样性学生（CLDS）的需求。对自报期刊进行主题分析，并与相应的教学视频进行比较。结果显示，对差异化的看法和做法不匹配。显然，必须付出额外的努力，让职前教师做好准备，在内容、过程、产品和环境方面区分CLDS的教学。教师准备项目必须投入时间和资源，为职前教师做好充分准备，迎接CLDS差异化教学的挑战。

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Assessing Preservice Teachers’ Perceptions and Practices to Differentiate Instruction for Culturally and Linguistically Diverse Students in Secondary Classrooms

This study examined self-reports and instructional videos provided by 25 preservice teachers to demonstrate differentiated instruction in meeting the needs of culturally and linguistically diverse students (CLDS) in the United States. Self-reported journals were thematically analyzed and compared with corresponding instructional videos. The results revealed a mismatch between perceptions and practices of differentiation. Clearly, additional efforts must be taken to prepare preservice teachers to differentiate their instruction for CLDS in the areas of content, process, product, and environment. Teacher preparation programs must invest time and resources to adequately prepare preservice teachers for the challenge of differentiating instruction for CLDS.

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来源期刊

International Journal of Multicultural Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.50

自引率

12.50%

发文量

期刊介绍： International Journal of Multicultural Education (IJME) is a peer-reviewed open-access journal for scholars, practitioners, and students of multicultural education. Committed to promoting educational equity for all, cross-cultural understanding, and global awareness in all levels of education including leadership and policies, IJME publishes (1) reports of empirical research typically in qualitative research orientation (some special issues may publish quantiative studies); (2) literature-based conceptual articles that advance theories and scholarship of multicultural education; and (3) praxis articles that discuss successful multicultural education practices grounded on sound theories. We accept submissions of high quality from the global community. Reviews of visual arts, professional and children''s books, and multimedia resources will be published until the end of 2015 (submissions are on invitation only).