Transforming teacher preparation for culturally responsive teaching in Taiwan. (October 2018)

• Record Type: Journal Article
• Authors: Chou, Pei-I.; Su, Meng-Huey; Wang, Ya-Ting
• Is Part Of: Teaching and teacher education. Volume 75(2018)
• Page Start: 116
• Page End: 127
• Publication Date: 2018-10
• Subjects: Culturally responsive teaching -- Practice-based teacher preparation -- School-based curriculum -- Ethnically diverse students -- The transformation approach; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2018.06.013
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: This study adopted the transformation approach to modify the structure of curriculum and instruction of a Taiwanese teacher-education program to weave in elements of culturally responsive teaching (CRT). Through observation, interviews, and data collection, the transformation of 15 candidates was analyzed. Their intrinsic motivation progressed from "establishing inclusion" to "developing a positive attitude, " "enhancing meaning, " and finally "engendering competence" through reflection. The findings can serve as the basis for deepening the theories and practices of culturally responsive teacher preparation, particularly in the context of Chinese cultural heritage. Highlights: Transformation approach is used to modify a teacher-education curriculum. Motivation transformed from establishing inclusion to engendering competence. Guided practice occurs within an authentic, contextualized learning environment. CRT teacher preparation can be effective in the context of Chinese cultural heritage.