Empowering female pre-service teachers through culturally responsive teaching: shared and divergent views of Arab and expatriate teacher educators in the United Arab Emirates. Issue 5 (4th July 2022)

• Record Type: Journal Article
• Authors: Al Alaleeli, Sara
• Is Part Of: Education 3-13. Volume 50:Issue 5(2022)
• Page Start: 592
• Page End: 611
• Publication Date: 2022-07-04
• Subjects: Culturally responsive teaching (CRT) -- pre-service teachers -- Emirate students -- social justice -- higher education -- foreign teacher educators; Education -- Great Britain -- Periodicals; Education, Primary -- Periodicals; Education, Elementary -- Periodicals; 372.942
• DOI: 10.1080/03004279.2021.1876133
• Languages: English
• ISSNs: 0300-4279

Abstract

ABSTRACT: UAE's education reform initiatives focused on K-12, post-secondary education preparation, accountability, higher standards, and professionalism. UAE's Ministry of Higher Education brought changes in curricula, syllabi, and framework of teacher preparation programmes. Providing teachers with opportunities to contribute to the development of their country as a driving force in teacher education reform. Faculties in colleges of education for culturally grounded instruction, considered social, cultural, and educational backgrounds of Emiratis. A study explored foreign teachers views of Culturally Responsive Teaching when preparing national pre-service teachers in the UAE, Arab vs expatriate teachers study indicated expatriate educators practiced CRT teaching as it helped connect the curriculum to local culture, increase pre-service teachers' engagement in class, and capitulate discussions regarding social-cultural issues during class.