Action research as a school-based strategy in intercultural professional development for teachers

Teacher professional development is a key factor for transforming professional and school culture. This article describes a case study undertaken in a Spanish school during the 2007-2008 academic year. Our aim is to explain how action research methodology was applied to encourage professional and school culture towards an intercultural and inclusive approach. Our results show that the training process challenged teachers’ pre-existing deficit theory perspectives and empowered them as leaders for school change. The conclusions identify the key factors that enabled teachers to engage in critical reflection, and to implement strategies for collaborative work and community participation in school.     

Qualitative methods to assess intercultural competence in higher education research: A systematic review with practical implications

A number of methods have been recorded in the literature with regard to assessing intercultural competence, but extant reviews tend to focus on self-report instruments in which students' responses can be easily quantified. To address the gap, this paper provides an overview of qualitative methods used to assess students' intercultural competence in higher education research. Based on 34 studies, 25 qualitative assessment methods have been identified and captured in a newly-developed typology. Results show that (1) the majority of qualitative methods to assess intercultural competence were writing-based and ‘expressive’ in nature; (2) the assessment results were mainly analysed in a ‘thematic’ or ‘scalar’ manner; and (3) very little assessment took place among STEM majors. These results are further discussed and problematized to provide implications for developing and assessing intercultural competence in higher education research and curriculum.     

Equity and social justice in teaching and teacher education

This essay presents a review on the theme of equity and social justice in teaching and teacher education based on articles published in TATE since its inception. It is a part of an initiative started by the current editors of TATE to “encourage us all to look backward to deepen our understandings of how earlier research has shaped our current research and the ways we can see the reverberations across the temporal span” (Clandinin & Hamilton, 2011, P. 2).     

Dimensions of diversity: Challenges to secondary school teachers with implications for intercultural teacher education

The study used the Intercultural Development Inventory (IDI) questionnaire instrument developed by Hammer and Bennett (2001) to determine the level of intercultural sensitivity of Hong Kong secondary school teachers. Three hundred and eighty-six serving teachers were surveyed. Findings revealed that the majority of the teachers were operating in the beginning stage, denial/defense, of the Developmental Model of Intercultural Sensitivity (DMIS). They saw the world from an ethnocentric perspective and held a negative view on evaluating cultural differences. Predominantly, emphasis tended to be placed on cultural similarities, and the recognition of cultural differences was superficial. The implications for teacher education are discussed.     

A survey of Greek general and special education teachers’ perceptions regarding the role of the special needs coordinator: Implications for educational policy on inclusion and teacher education

The present study explored the perceptions of Greek general and special primary teachers regarding the role and the professional characteristics of special needs coordinators (SENCOs). According to the responses of the 466 participants, each school should have a fulltime SENCO, who should have both teaching experience in general schools and specialization in teaching students with SEN, and also be able to deal with all types of SEN. SENCOs’ responsibilities include evaluating and directly teaching students, counselling teachers and parents, contributing to in-service training of staff, and undertaking initiatives for program enrichment and knowledge dissemination.     

The note of discord: Examining educational perspectives between teachers and Korean parents in the U. S.

This study examined and compared the educational perspectives of Korean parents of elementary school students and their teachers. 430 parents and 143 teachers in the New York metropolitan area participated in the survey and 16 teachers, administrators, and parents were interviewed. The findings indicated that the teachers not only misunderstood the parents' perspectives on the goals of schooling, but also underestimated the parents' ways of supporting their children's education. Regarding the current school/teacher practices, the two groups also expressed different perspectives. We discussed the urgency of educators' critical reflection on diverse cultures and the considerations for increasing parents' school involvement.     

Initial epistemological beliefs transformation in one teacher education classroom: Case study of four preservice teachers

Education literature suggests that preservice teachers hold similar initial beliefs, viewing the teacher as the authority figure passing knowledge to the students. In consistency with constructivist practice, these beliefs should be challenged to enable the preservice teachers to develop alternative ideas, seeing the students capable of constructing knowledge with the help of the teacher. These beliefs are found difficult to change in the course environment. Drawing on surveys and teaching observations from four preservice teachers in an introduction methods course, the study showed that the four participants had different epistemological beliefs, some beliefs being more resistant to change than others.     

The role of growth mindset in shaping teachers' intercultural competencies: A study among Finnish teachers

Cultural heterogenisation of classrooms and existing achievement gaps have led to an acknowledgement of the need to develop teachers' intercultural competencies. A growth mindset (a belief that intelligence, personality and other such qualities can be cultivated) predicts positive intergroup attitudes and reduces stereotyping, but has not been researched as an aspect of teachers' intercultural competence. This study analyses the role of growth mindset in shaping three aspects relevant to teachers' intercultural competencies: process versus trait orientation to students, diversity beliefs and orientation to social justice and equity. Fifteen Finnish comprehensive schoolteachers were interviewed. Significant differences were found between teachers with fixed and growth mindsets. Teachers with a growth mindset were more likely to hold polyculturalist beliefs about the interconnectedness and changeability of cultures, and to recognise and combat issues of social injustice and inequity. Teachers with a fixed mindset made trait-focused interpretations of their students and did not easily recognise problems of social justice in school or in society. These results encourage us to suggest that a growth mindset is a construct with a lot of potential to introduce novel approaches to multi/intercultural and social justice teacher education, but more research is needed. The implications of the findings for teacher education and further research are discussed.     

Culturally-inclusive behavior of Filipino teachers in international schools in the Philippines: Perspectives of international education in a developing country

The study explored the culturally inclusive behavior of Filipino teachers using information culled from interviews of six Filipino teachers in international schools on their perception of international education, and how it translates into their pedagogy. The findings of the study reveal inherent patterns of behavior the teachers manifest in handling a multicultural classroom, the factors that affect them as well as the unique dynamics that play out in the interactivity between teachers from a developing country and foreign students from a more economically affluent nation. The study brings to the fore an underlying challenge in the handling of international education by non-western developing countries such as the Philippines and at the same time contributes further to the context of established theories on international education such as the Diversity Pedagogy Theory of Sheets (2005).     

Identifying and evaluating teachers’ knowledge in relation to child abuse and neglect: A qualitative study with Australian early childhood teachers

Child abuse and neglect are serious social problems that make extraordinary demands on teachers’ knowledge and professionalism. Yet the field of education has been slow to develop a discipline-specific knowledge base about child abuse and neglect for teachers and teacher education programmes and there is a paucity empirical research into teachers’ knowledge in relation to child abuse and neglect. This paper describes a qualitative study of eight purposively selected early childhood teachers. To identify and evaluate their child abuse and neglect knowledge, Grossman's [(1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press; (1995). Teachers’ knowledge. In L. W. Anderson (Ed.), International encyclopedia of teaching and teacher education (2nd ed., pp. 20–24). Tarrytown, NY: Pergamon] typology of teachers’ knowledge is used as an analytic framework on which to map the teachers’ interview data. Findings reveal that, in the absence of preservice and inservice education specifically about child abuse and neglect, early childhood teachers held and deployed knowledge in resourceful ways. They used, as a basis, their existing early childhood knowledge and adapted this knowledge by augmenting it with a range of personal and professional knowledge resources to fit their particular challenges and situations. This approach, however competent and innovative, also reveals shortfalls in knowledge. Implications of this research are drawn for child abuse and neglect curriculum development in initial and continuing teacher education including the case for specialist knowledge needed to establish teachers’ professional reputation for dealing capably with cases of child abuse and neglect.     

Improving teacher training in Ethiopia: Shifting the content and approach of pre-service teacher education

Teacher education in Ethiopia has undergone multiple reforms, yet primary students still struggle to learn to read. The USAID-funded Reading for Ethiopia's Achievement Developed - Technical Assistance project aimed to reform the primary school curriculum and teacher education to improve instructional approaches to teaching reading and writing. We examine the process and effectiveness of the project's pre-service teacher education component. Impacts on teacher educator pedagogywere observed at Colleges of Teacher Education, including less lecturing and greater use of student-centered teaching and learning approaches. Sustainability depends on the government's efforts to invest in long-term solutions and promote student-centered pedagogy.     

Teachers' beliefs about students,and the intention of students to drop out of secondary education in Flanders

Students dropping out of education with no qualifications has been an important problem in the West for decades. Little relevant research has concentrated on school characteristics, and research into the role teachers might play in students' decision to quit school is particularly scarce. Using multilevel analyses of data for 11,844 students in 84 Flemish secondary schools, we investigate whether teachers' shared expectations of students are associated with students' intention to drop out. Particularly in vocational education, teachers' beliefs about the teachability of students influence the students' intention to quit, irrespective of perceived teacher support and students' sense of futility.     

The beliefs of teachers and daycare staff regarding children of divorce: A Q methodological study

This Q methodological study explores beliefs of daycare staff and teachers regarding young children’s reactions related to divorce. The Q factor analysis resulted in two viewpoints. Participants on the viewpoint “Child problems” believe that children show various emotional and behavioral problems related to divorce, while those on the “Structure is working” viewpoint believe structure in daycare centers and parental cooperation help children to overcome divorce-related difficulties. Selective perception based on subjective experiences may have influenced these views. Practical implications are discussed. Q methodology and cognitive interviewing techniques seem efficient in exploring daycare staff beliefs.     

Teachers’ emotions in the reconstruction of professional self-understanding

This research study explores teachers’ specific emotions and the reconstruction of teachers’ professional self-understanding during a comprehensive school reform initiative. Through interviews and archival material, this study seeks to examine teachers’ specific emotions during critical incidents that occurred during the period of reform and to explore the reconstruction of their professional self-understanding. The findings illustrate that the teachers experienced fear and intimidation when their professional self-understandings were challenged. However, with the support of a literacy coach and university faculty they reconstructed these self-understandings, leading to improvements in student achievement and their own instructional practices. These positive changes led to emotions of pride and excitement. The study provides recommendations for state and local school administrators and highlights implications for future research.     

The impact of Child Development Associate training on the beliefs and practices of preschool teachers

This study examined the impact of Child Development Associate (CDA) training on the beliefs and practices of early childhood teachers who did not have college degrees or early childhood college coursework. Preschool teachers who were enrolled in CDA classes (n = 76) and a comparison group of teachers (n = 50) completed two surveys of beliefs and practices. Repeated measures Multivariate Analyses of Variance indicated that the CDA training teachers decreased the amount they endorsed beliefs and practices that contrast with Developmentally Appropriate Practice over time more than the comparison teachers. Results suggest that CDA training can be an effective means of increasing the developmentally appropriateness of beliefs and self-reported practices of early childhood teachers, which past research suggests will ultimately impact classroom quality.     

Training educators to support sexual minority students: views of Chinese teachers

Good quality teacher education and training has been acknowledged as an effective strategy to reduce sexual prejudice against sexual minority (lesbian, gay, bisexual and questioning/queer [LGBQ]) students. However, no mandated programmes have been developed to include LGBQ-related content in teacher training in Hong Kong, a Chinese society in which heterosexism prevails. Based on the concepts of sexual prejudice, minority stress and contact theory, this paper explores the international and regional literature on LGBQ students’ school experiences, highlighting the significant role teachers play in supporting these students to transgress sexual prejudice, and presenting suggested themes and strategies for teacher training programmes, drawn from qualitative interviews with eleven Chinese teacher allies. Data analysis led to the identification of the following themes: 1) starting sexual diversity training officially; 2) reconsidering assumptions; 3) engaging with relevant cultural knowledge and skills; and 4) using dialogue as a training strategy. This paper argues that accurate content about sexual diversity should be incorporated into the professional teacher training curriculum, with updated sexuality concepts and prejudice-free, LGBQ-inclusive language relevant to the Chinese cultural context. Teachers need to become more aware of how sexual prejudice is manifested through cultural forces. Intergroup contact can be included as a useful training strategy.     

Teacher education, preservice teacher beliefs, and the moral work of teaching

This paper presents a case for attending to preservice teachers’ beliefs that are relevant to the moral work of teaching within teacher education research and practice, and examines what it would look like to do so. The case for attending to candidate beliefs is grounded in a learner-centered approach to teacher education and in the literature on the role of beliefs in teacher learning and change. The authors demonstrate how attending to preservice teacher beliefs is particularly critical for the task of preparing candidates for the moral work of teaching, and present a conceptual framework that can guide that task and teacher education research and practice designed to support it.