Literaturnachweis - Detailanzeige
Autor/inn/en | Riley, Tasha; Pidgeon, Michelle |
---|---|
Titel | Australian Teachers Voice Their Perceptions of the Influences of Stereotypes, Mindsets and School Structure on Teachers' Expectations of Indigenous Students |
Quelle | In: Teaching Education, 30 (2019) 2, S.123-144 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1047-6210 |
DOI | 10.1080/10476210.2018.1453796 |
Schlagwörter | Foreign Countries; Teacher Attitudes; Ethnic Stereotypes; Teacher Expectations of Students; Indigenous Populations; Social Bias; Preservice Teacher Education; Faculty Development; Equal Education; Academic Ability; Misconceptions; Family Environment; Cultural Awareness; Cultural Pluralism; Student Diversity; Teaching Methods; School Organization; Student Placement; Student Evaluation; Ability Grouping; Australia Ausland; Lehrerverhalten; National stereotype; Nationales Stereotyp; Sinti und Roma; Lehramtsstudiengang; Lehrerausbildung; Missverständnis; Familienmilieu; Cultural identity; Kulturelle Identität; Kulturpluralismus; Teaching method; Lehrmethode; Unterrichtsmethode; School organisation; Schulorganisation; Schülerpraktikum; Schulnote; Studentische Bewertung; Homogene Gruppierung; Niveaugruppierung; Streaming; Australien |
Abstract | Research demonstrates that teachers' expectations of students have long-term effects on students' educational, occupational, health and well-being outcomes. In this Australian-based study, teachers were invited to explore the questions "Do teachers have different expectations of Aboriginal and Torres Strait Islander students?" "Why/why not?" The findings provide insight into how teachers perceive the expectations of other teachers in relation to Indigenous learners and highlight the underlying assumptions of those perceptions. Teachers also provide valuable insight into what they feel is needed to address these issues. Recommendations are made to enhance pre-service teacher education and professional development to better support those working with Indigenous learners. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |