Abstract
Abstract
This qualitative study examines shifts in the ability of Dutch schoolteachers to provide culturally responsive and bonding-oriented newcomer education, as identified by participants and teacher educators involved in the post-initial Teacher Education (TE hereafter) programme ‘Specialist Newcomer Education’. A thematic analysis of programme materials, focus group interviews and portfolios reveals self-reported shifts in teacher responsiveness regarding the multi-layered identity of pupils and teachers, their multilingualism, transnational knowledge and processes of micro-aggression and silencing within the classroom and beyond. It also illustrates the viability of our analytic tool to map (voids in) teachers’ ability to provide culturally responsive and bonding-oriented newcomer education.
This qualitative study examines shifts in the ability of Dutch schoolteachers to provide culturally responsive and bonding-oriented newcomer education, as identified by participants and teacher educators involved in the post-initial Teacher Education (TE hereafter) programme ‘Specialist Newcomer Education’. A thematic analysis of programme materials, focus group interviews and portfolios reveals self-reported shifts in teacher responsiveness regarding the multi-layered identity of pupils and teachers, their multilingualism, transnational knowledge and processes of micro-aggression and silencing within the classroom and beyond. It also illustrates the viability of our analytic tool to map (voids in) teachers’ ability to provide culturally responsive and bonding-oriented newcomer education.
| Original language | English |
|---|---|
| Article number | 103953 |
| Journal | Teaching and Teacher Education |
| Volume | 121 |
| DOIs | |
| Publication status | Published - Jan 2023 |
Bibliographical note
https://authors.elsevier.com/a/1g7am,Gtqvy05MKeywords
- Culturally responsive teaching
- Green finance
- Newcomer education
- Teacher education
