Search results for: Cultural awareness

The present study sought to identify the Asia literacy needs of 54 undergraduate pre-service students in a teacher education programme of study at a regional university. The results indicated that few respondents considered themselves to be Asia literate and most did not believe they were ready to teach about Asia. However, the majority of respondents wanted to know more about Asia prior to graduation. The results indicate that much needs to be done to support students and universities in preparing students to teach about Asia.

This article aims to explore the theoretical structure of what the authors call multicultural apprenticeships in teacher education. This structure is drawn from decades of scholarship and research in teacher education, in general, and in preparing teachers for diversity, in particular. It is further situated within the authors' own work in an Early Childhood Education Masters in Education program and their commitments to preparing teachers to support diverse populations of children.

The purpose of this study is to shed light on the causes of communication difficulties and misunderstandings between Western supervisors and Asian students in relation to their cultural and educational differences. The authors analyzed three implicit misunderstandings in this study occurred due to mismatched and unspoken expectations about the learning goals and learning behaviors between the supervisor and the student, largely reflecting their educational and cultural background differences. The learning patterns they previously had developed became a natural source for them to understand the teaching and learning of international education in the beginning.

This study seeks to determine how differences in the Slovenian and Serbian contexts are reflected in differences in the initial cultural responsiveness of student teachers with regard to Roma minority pupils and their parents in the two countries. The results indicate that most student teachers in both groups favoured educating Roma pupils in regular schools and were aware of discrimination against Roma pupils in the education system. In addition, the results indicate that most of the student teachers agreed with the forms of cooperation that are most common in elementary schools, for example, parent meetings and individual meetings with parents. Finally, the results also indicate that the majority of student teachers from both groups would enrol Roma pupils in their class if they were charged with making this decision.