ERIC Number: EJ1228644
Record Type: Journal
Publication Date: 2019-Nov
Pages: 28
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0042-0859
EISSN: N/A
Responding to What We Notice: International Student Teaching as a Pathway to Cultural Responsiveness
Urban Education, v54 n9 p1262-1289 Nov 2019
This qualitative study explores short-term international student teaching (IST) as an avenue to develop two capacities related to cultural responsiveness among a group of U.S. preservice teachers (PSTs) in Mexico. Cultural noticing involves perceiving details about cultural context. Cultural responding involves using what is noticed to adapt teaching practice. Findings suggest three ideas. First, IST programs may promote development of cultural noticing capacity. Second, teacher education programs must promote development of cultural noticing capacity, as without it, further efforts to develop culturally responsive teaching practice may be futile. Third, Whiteness may obstruct PST engagement in culturally responsive teaching practice.
Descriptors: Study Abroad, Student Teaching, Student Teachers, Urban Education, Cultural Awareness, Foreign Countries, Preservice Teacher Education, Culturally Relevant Education, Racial Bias, College Seniors
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Mexico
Grant or Contract Numbers: N/A