Response to Cultures Continuum and the Development of Intercultural Responsiveness (IR)

Autor/inn/en	Jones, Kathryn; Mixon, Jason R.; Henry, Lula; Butcher, Jennifer
Titel	Response to Cultures Continuum and the Development of Intercultural Responsiveness (IR)
Quelle	In: Education Leadership Review of Doctoral Research, 4 (2017), S.1-16 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1532-0723
Schlagwörter	Cultural Awareness; Qualitative Research; Phenomenology; Intercultural Communication; Self Actualization; Preservice Teachers; Student Attitudes; Cultural Differences; English Language Learners; Culturally Relevant Education; Student Needs; Classroom Environment; Equal Education; Reflection; Educational Practices; Teacher Education; Texas + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Qualitative Forschung; Phenomenological psychology; Phänomenologie; Psychologie; Interkulturelle Kommunikation; Self actualisation; Selbstverwirklichung; Schülerverhalten; Kultureller Unterschied; Klassenklima; Unterrichtsklima; Bildungspraxis; Lehrerausbildung; Lehrerbildung
Abstract	This qualitative phenomenological research study investigated the perceptions of pre-service teachers' intercultural responsiveness. Findings from this study affirmed that pre-service teachers believed that positive dispositions, being culturally aware, and responding by incorporating cultural differences is a key to achieving Intercultural Responsiveness (IR) (Jones, 2013). IR self- actualization is the culminating professional and personal experience that enhances relationships between all cultures. (As Provided).
Anmerkungen	NCPEA Publications. Available from: National Council of Professors of Educational Administration. Web site: http://www.ncpeapublications.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01