职前特殊教育工作者脚手架式批判性反思与文化回应的挑战与可能性

IF 4.3 Q1 EDUCATION & EDUCATIONAL RESEARCH
Bindiya Hassaram, Phyllis M. Robertson, Shernaz B. García
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引用次数: 2

摘要

鉴于他们在实地环境中的职责性质,大学主管在将职前教师培养成为文化敏感和批判性反思的特殊教育者方面发挥着重要作用。然而,主管本身可能没有这样做所需的经验和培训,并且关于有效的指导实践,以促进文化和语言响应教学法(CLRP)和批判性反思的实施,指导是有限的。本探索性质的研究考察了三位导师如何利用内容和话语分析,与他们的实习教师进行观察后会议,以促进对CLRP的批判性反思。研究结果表明,尽管实习教师参与了关于CLRP的讨论,并且能够批判性地自我反思,但主管却无法促进对-à-vis制度实践和系统性偏见的批判性反思。本文提出了职前教师教育项目实习经验监督的理论和实践意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Challenges and Possibilities of Scaffolding Critical Reflection and Cultural Responsiveness for Pre-Service Special Educators
Given the nature of their responsibilities in field-based settings, university supervisors play an important role in preparing pre-service teachers to become culturally responsive and critically reflective special educators. However, supervisors themselves may not have the experience and training necessary to do so, and limited guidance is available regarding effective mentorship practices to foster implementation of culturally and linguistically responsive pedagogy (CLRP) and critical reflection. This exploratory qualitative study examined how three supervisors engaged in post-observation conferences with their student teachers to promote critical reflection about CLRP using content and discourses analyses. Findings indicated that, although student teachers engaged in discussions about CLRP and were able to critically self-reflect, supervisors were unable to facilitate critical reflection vis-à-vis institutional practices and systemic bias. Theoretical and practical implications for supervision of practicum experiences in pre-service teacher education programs are offered. 
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来源期刊
Journal of Teaching and Learning
Journal of Teaching and Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.80
自引率
2.20%
发文量
18
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