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Creating culturally competent teachers in higher educationas a consequence of cultural immersion /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Creating culturally competent teachers in higher educationby Pavan John Antony, Fayth Vaughn-Shavuo.
其他題名:	as a consequence of cultural immersion /
作者:	Antony, Pavan John.
其他作者:	Vaughn-Shavuo, Fayth.
出版者:	Cham :Springer International Publishing :2022.
面頁冊數:	xi, 93 p. :ill. (some color), digital ;24 cm.
Contained By:	Springer Nature eBook
標題:	College teaching.
電子資源:	https://doi.org/10.1007/978-3-031-20608-5
ISBN:	9783031206085$q(electronic bk.)

Creating culturally competent teachers in higher educationas a consequence of cultural immersion /
Antony, Pavan John.

Creating culturally competent teachers in higher educationas a consequence of cultural immersion /[electronic resource] :by Pavan John Antony, Fayth Vaughn-Shavuo. - Cham :Springer International Publishing :2022. - xi, 93 p. :ill. (some color), digital ;24 cm. - SpringerBriefs in education,2211-193X. - SpringerBriefs in education..

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.

This book presents evidence of a longitudinal study in teacher preparation utilizing a threefold multicultural (TFM) model of immersion. It establishes the need for culturally responsive teachers in classrooms, and outlines a proven model that can be employed to prepare them. 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.

ISBN: 9783031206085$q(electronic bk.)

Standard No.: 10.1007/978-3-031-20608-5doiSubjects--Topical Terms:

245570
College teaching.

LC Class. No.: LB2331

Dewey Class. No.: 378.125

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520 $a This book presents evidence of a longitudinal study in teacher preparation utilizing a threefold multicultural (TFM) model of immersion. It establishes the need for culturally responsive teachers in classrooms, and outlines a proven model that can be employed to prepare them. 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.
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