Creating Culturally Competent Teachers in Higher Education
Springer International Publishing (Verlag)
978-3-031-20607-8 (ISBN)
Through the TFM model elements, pre-service teacher candidates participated in class-based, cohort fieldwork experience, and reflective journal writings and discussions. Evidence was gathered from pre- and post-questionnaires, interviews, classroom discussions, and journal writings, along with the inclusion of student voices. Pre-service teacher attitudes, beliefs, and degree of cultural responsiveness changed post-study, and candidates became more effective in the classroom, highlighting the effectiveness of the TFM model.
This book is an invaluable resource for universities, under- and postgraduate students, and teachers across the globe as it provides a teacher preparation fieldwork model that helps to prepare culturally responsive teachers for children in any classroom.
Fayth Vaughn-Shavuo, Ph.D. is a Senior Adjunct Professor at Adelphi University. She earned her doctorate in Reading, Language, and Cognition with a Bilingual Bicultural Emphasis from Hofstra University, and is a recognized expert in bilingual education, reading, and teacher preparation. She has authored book chapters, peer reviewed journal articles, and curricula in the area of English as a Second Language, presenting research nationally and internationally. Pavan John Antony, Ed.D. is an Associate Professor of Special Education at Adelphi University. He earned his doctorate degree from Washington State University (WSU) and has been teaching at Adelphi University for over 12 years. He is actively involved in cross cultural issues of families raising children with disabilities and has published books, chapters, and several peer-reviewed articles. Dr. Antony continues to present his research in national and international conferences.
Culturally Diverse Communities on Long Island in the United States.- Truth, Racial Healing, and Transformation (TRHT) on college campuses.- The Tri-Fold Multicultural Model: A Cultural Immersion Approach.- Attitudinal Changes Among Teacher Candidates: The Power of the TFM Model.- Higher Education and Community Based partnerships during COVID - 19: A Case Study of the VIRTUAL P.E.A.C.E. Afterschool Program, Inc..- Student and Teacher Candidate Experiences during the COVID-19.- Stories of Transformation.- Voices of Student Observers and Teacher Candidates.-Voices of Current Teachers during COVID-19.
| Erscheinungsdatum | 15.11.2022 |
|---|---|
| Reihe/Serie | SpringerBriefs in Education |
| Zusatzinfo | XI, 93 p. 4 illus., 3 illus. in color. |
| Verlagsort | Cham |
| Sprache | englisch |
| Maße | 155 x 235 mm |
| Gewicht | 177 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Bildungstheorie |
| Sozialwissenschaften ► Pädagogik ► Erwachsenenbildung | |
| Schlagworte | Community outreach • Cultural Immersion • Culturally Diverse Communities • Culturally Responsive teachers • Diversity Education • Education COVID - 19 • future teachers • higher education • Learning during COVID • Power of the TFM model • Schools and Community • Social Justice • Student voice • teacher candidates • Teacher Voice • teaching during covid • Tri-Fold Multicultural Model • Truth, Racial Healing, and Transformation • VIRTUAL P.E.A.C.E. |
| ISBN-10 | 3-031-20607-X / 303120607X |
| ISBN-13 | 978-3-031-20607-8 / 9783031206078 |
| Zustand | Neuware |
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