Exploring Student Teachers' Development of Intercultural Understanding in Teacher Education Practice

Autor/inn/en	Steele, Annfrid Rosøy; Leming, Tove
Titel	Exploring Student Teachers' Development of Intercultural Understanding in Teacher Education Practice
Quelle	In: Journal of Peace Education, 19 (2022) 1, S.47-66 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-0201
DOI	10.1080/17400201.2022.2030688
Schlagwörter	Cultural Awareness; Teacher Education Programs; Student Teachers; Student Diversity; Cultural Pluralism; Immigrants; Refugees; Faculty Development; Cultural Context; Masters Programs; Foreign Countries; Partnerships in Education; College School Cooperation; Norway; South Africa; Zambia + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Kulturpluralismus; Immigrant; Immigrantin; Immigranten; Flüchtling; Magister course; Magisterstudiengang; Ausland; Hochschulpartnerschaft; Norwegen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Sambia
Abstract	Teachers' intercultural understanding has a growing importance in teacher education. In a society with more diverse classrooms, there is an increasing need for teachers with a broad intercultural understanding. Student teachers who have had school practice in different cultural settings have a broader understanding of their multicultural pupils and are better equipped for related challenges and opportunities. This is paramount in classrooms including pupils of migrant and refugee backgrounds. In the field, there has been a growing understanding for this matter and there have been multiple studies of multicultural student teacher practice. However, further research is needed to understand the competence student teachers get from diverse school practice. Therefore, our focus is to explore to what extent student teachers can gain intercultural competence and professional development from practice in different cultural contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01