Improving the Cultural Responsiveness of Prospective Social Studies Teachers: An Action Research

Autor/in	Tuncel, Gül
Titel	Improving the Cultural Responsiveness of Prospective Social Studies Teachers: An Action Research
Quelle	In: Educational Sciences: Theory and Practice, 17 (2017) 4, S.1317-1344 (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-0485
Schlagwörter	Social Studies; Action Research; Culturally Relevant Education; Cultural Background; Teacher Education; Cultural Awareness; Learning Motivation; Higher Education; Preservice Teachers; Content Analysis; Political Influences; Economic Climate; Social Environment; Classroom Techniques; Inclusion; Cultural Differences; Interviews; Group Discussion; Evaluation Criteria; Foreign Countries; Scores; Films; Story Reading; Student Attitudes; Turkey + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Projektforschung; Lehrerausbildung; Lehrerbildung; Cultural identity; Kulturelle Identität; Motivation for studies; Lernmotivation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Inhaltsanalyse; Political influence; Politischer Einfluss; Wirtschaftslage; Soziales Umfeld; Klassenführung; Inklusion; Kultureller Unterschied; Interviewing; Interviewtechnik; Gruppendiskussion; Ausland; Film; Schülerverhalten; Türkei
Abstract	In recent years, studies on teacher training have focused on the development of a culturally responsive understanding in prospective teachers and its use to allow students benefit from learning-teaching environments in the best way possible. Considering diverse cultural and linguistic backgrounds of students as wealth is a prerequisite for teachers to create a happy and motivated learning environment for students. Social studies teachers in particular need to become culturally responsive individuals during higher education. The research problem of the present study is "How can we ensure prospective teachers become culturally responsive individuals?" This study, conducted within the scope of the course Communication and Human Relations with third-year prospective social studies teachers, was planned as an action research. The resulting data were subjected to content analysis. Creating action plans allowed prospective teachers get to know their own culture, learn about the cultural backgrounds of their students, gain a better understanding of social, economic, and political contexts, and improve their skills and willingness to use culturally appropriate management strategies and their commitment to create inclusive classrooms, which are among the elements of culturally responsive teaching. (As Provided).
Anmerkungen	Educational Consultancy, Ltd (EDAM). Kisikli Mh. Alemdag Cd. Yan Yol Sk., SBK Is Merkezi No:5 Kat:1, Uskudar-Istanbul, 34692 Turkey. Tel: +90-216-481-30-23; Fax: +90-216-481-31-36; e-mail: editor@edam.com.tr; Web site: http://www.estp.com.tr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01