Towards culturally responsive and bonding-oriented teacher education

Isolde de Groot; M. Leijgraaf; van A. Dalen

doi:10.1016/j.tate.2022.103953

Towards culturally responsive and bonding-oriented teacher education

Isolde de Groot
, M. Leijgraaf
, van A. Dalen

Educatie

Onderzoeksoutput: Bijdrage aan tijdschrift › Artikel › Academic › peer review

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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.

Originele taal-2	Engels
Artikelnummer	103953
Tijdschrift	Teaching and Teacher Education
Volume	121
DOI's	https://doi.org/10.1016/j.tate.2022.103953
Status	Gepubliceerd - jan. 2023

Bibliografische nota

https://authors.elsevier.com/a/1g7am,Gtqvy05M

Duurzame ontwikkelingsdoelstellingen van de VN

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SDG 4 – Kwaliteitsonderwijs

Thema's uit UvH's onderzoeksagenda

Rechtvaardigheid, diversiteit en inclusie
Democratie, burgerschap en educatie

Toegang tot document

10.1016/j.tate.2022.103953

De Groot et al TATE 2022Uitgeversversie, 365 KBLicentie: Taverne

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https://www.mendeley.com/catalogue/28fc468f-1451-37a1-86d5-e3bd349056a2/

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Towards culturally responsive and bonding-oriented teacher education

Samenvatting

Bibliografische nota

Duurzame ontwikkelingsdoelstellingen van de VN

Thema's uit UvH's onderzoeksagenda

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