國立高雄大學圖資館 |

Language: English

Back

To be a minority teacher in a foreign cultureempirical evidence from an international perspective /

Record Type:	Electronic resources : Monograph/item
Title/Author:	To be a minority teacher in a foreign cultureedited by Mary Gutman ... [et al.].
Reminder of title:	empirical evidence from an international perspective /
other author:	Gutman, Mary.
Published:	Cham :Springer International Publishing :2023.
Description:	viii, 509 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	Minority teachers.
Online resource:	https://doi.org/10.1007/978-3-031-25584-7
ISBN:	9783031255847$q(electronic bk.)

To be a minority teacher in a foreign cultureempirical evidence from an international perspective /
To be a minority teacher in a foreign cultureempirical evidence from an international perspective /[electronic resource] :edited by Mary Gutman ... [et al.]. - Cham :Springer International Publishing :2023. - viii, 509 p. :ill., digital ;24 cm.

Part 1: Immigrant and immigrant-origin teachers -- 1. Immigrant teachers' perceptions toward multilingualism at school: potentials, limitations and implications -- 2. Israel: Ethiopian-origin teachers in their first year of work -- 3. The Netherlands: Comparative looks on Chines and Polish immigrant-background teachers -- 4. Israel: Comparative study of Ethiopian and Russian origin teachers in Israeli schools -- 5. Switzerland: Diversity in the classroom, uniformity in the faculty -- 6. Germany: Inclusive school development by immigrant teachers -- 7. USA: Transitional international students from China as minority teachers -- Part 2: Trajectories and identities of migrant teacher educators -- 8. Indian-Asian migrant teacher educator in USA: navigating the foreignness American curriculum -- 9. From Korea to USA: a self- study on professional trajectory of minority EFL teacher educator -- 10. Understanding cultural influences on minority teacher educators' pedagogical choices, agency and identity -- 11. USA: being foreign teacher educator of color in "white" university -- 12. The growth of minority teacher educator: supervision of pre-service teachers' field experiences -- Part 3: Ethnic minority teachers as unrepresented groups -- 13. Turkey: Kurdish Teachers in Turkey within the context of history education -- 14. South Africa: Desegregated teaching, democratic citizenship education and integrating of ethnic minority teachers -- 15. South Africa: Critical discourse analyses on an under-represented ethnic minority teachers in higher education -- 16. Austria: An analysis of underrepresentation and stereotyped perceptions toward ethnic minority English teachers of color -- 17. Black-British born teacher: theoretical look on navigating oppressive white cultural attitudes in school settings -- Part 4: Ethnic minority teachers as culture mediators -- 18. New Zealand: Māory teachers as an ethnic minority in English-medium schools -- 19. China: Minority teachers as a change agent in a changing educational world -- 20. Germany: Networks of ethnic minority teachers and their role in developing multicultural schools- the case study -- 21. Finnish and Swedish schools: Muslim teachers as cultural brokers -- 22. Israel: Palestinian-Israeli teachers' identity as a culture mediator and their motives to teach in Jewish schools -- 23. A critical auto-ethnography of a Latina teacher in USA: Ethnic, cultural and academic teacher identity negotiations and the intersections between them.

Open access.

This open access book offers in depth knowledge on the challenges and opportunities offered by the inclusion of minority teachers in mainstream educational settings from an international perspective. It aims to be a unique and important contribution for scholars, policy-makers, and practitioners considering the complexities brought about by global trends into national/local educational systems and settings. It will also serve to guide future research, policy, and practice in this important field of inquiry. The work will contribute answers to questions such as: How do immigrant/minority teachers experience their work in mainstream educational settings?; How do mainstream shareholders experience the inclusion of immigrant/minority teachers in mainstream educational settings?; What is the effect of the successful (and/or unsuccessful) integration of minority teachers and teacher educators into mainstream education settings?.

ISBN: 9783031255847$q(electronic bk.)

Standard No.: 10.1007/978-3-031-25584-7doiSubjects--Topical Terms:

688684
Minority teachers.

LC Class. No.: LB2844.1.M56 / T63 2023

Dewey Class. No.: 371.1

To be a minority teacher in a foreign cultureempirical evidence from an international perspective /
LDR:04568nmm a2200361 a 4500 001 642912
003 DE-He213
005 20230425124748.0
006 m d
007 cr nn 008maaau
008 231123s2023 sz s 0 eng d
020 $a 9783031255847$q(electronic bk.)
020 $a 9783031255830$q(paper)
024 7 $a 10.1007/978-3-031-25584-7 $2 doi
035 $a 978-3-031-25584-7
040 $a GP $c GP
041 0 $a eng
050 4 $a LB2844.1.M56 $b T63 2023
072 7 $a JN $2 bicssc
072 7 $a JHB $2 bicssc
072 7 $a EDU040000 $2 bisacsh
072 7 $a JN $2 thema
072 7 $a JHB $2 thema
082 0 4 $a 371.1 $2 23
090 $a LB2844.1.M56 $b T627 2023
245 0 0 $a To be a minority teacher in a foreign culture $h [electronic resource] : $b empirical evidence from an international perspective / $c edited by Mary Gutman ... [et al.].
260 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2023.
300 $a viii, 509 p. : $b ill., digital ; $c 24 cm.
505 0 $a Part 1: Immigrant and immigrant-origin teachers -- 1. Immigrant teachers' perceptions toward multilingualism at school: potentials, limitations and implications -- 2. Israel: Ethiopian-origin teachers in their first year of work -- 3. The Netherlands: Comparative looks on Chines and Polish immigrant-background teachers -- 4. Israel: Comparative study of Ethiopian and Russian origin teachers in Israeli schools -- 5. Switzerland: Diversity in the classroom, uniformity in the faculty -- 6. Germany: Inclusive school development by immigrant teachers -- 7. USA: Transitional international students from China as minority teachers -- Part 2: Trajectories and identities of migrant teacher educators -- 8. Indian-Asian migrant teacher educator in USA: navigating the foreignness American curriculum -- 9. From Korea to USA: a self- study on professional trajectory of minority EFL teacher educator -- 10. Understanding cultural influences on minority teacher educators' pedagogical choices, agency and identity -- 11. USA: being foreign teacher educator of color in "white" university -- 12. The growth of minority teacher educator: supervision of pre-service teachers' field experiences -- Part 3: Ethnic minority teachers as unrepresented groups -- 13. Turkey: Kurdish Teachers in Turkey within the context of history education -- 14. South Africa: Desegregated teaching, democratic citizenship education and integrating of ethnic minority teachers -- 15. South Africa: Critical discourse analyses on an under-represented ethnic minority teachers in higher education -- 16. Austria: An analysis of underrepresentation and stereotyped perceptions toward ethnic minority English teachers of color -- 17. Black-British born teacher: theoretical look on navigating oppressive white cultural attitudes in school settings -- Part 4: Ethnic minority teachers as culture mediators -- 18. New Zealand: Māory teachers as an ethnic minority in English-medium schools -- 19. China: Minority teachers as a change agent in a changing educational world -- 20. Germany: Networks of ethnic minority teachers and their role in developing multicultural schools- the case study -- 21. Finnish and Swedish schools: Muslim teachers as cultural brokers -- 22. Israel: Palestinian-Israeli teachers' identity as a culture mediator and their motives to teach in Jewish schools -- 23. A critical auto-ethnography of a Latina teacher in USA: Ethnic, cultural and academic teacher identity negotiations and the intersections between them.
506 $a Open access.
520 $a This open access book offers in depth knowledge on the challenges and opportunities offered by the inclusion of minority teachers in mainstream educational settings from an international perspective. It aims to be a unique and important contribution for scholars, policy-makers, and practitioners considering the complexities brought about by global trends into national/local educational systems and settings. It will also serve to guide future research, policy, and practice in this important field of inquiry. The work will contribute answers to questions such as: How do immigrant/minority teachers experience their work in mainstream educational settings?; How do mainstream shareholders experience the inclusion of immigrant/minority teachers in mainstream educational settings?; What is the effect of the successful (and/or unsuccessful) integration of minority teachers and teacher educators into mainstream education settings?.
650 0 $a Minority teachers. $3 688684
650 0 $a Teachers, Foreign. $3 205784
650 1 4 $a Sociology of Education. $3 338784
650 2 4 $a Teaching and Teacher Education. $3 338703
650 2 4 $a Educational Policy and Politics. $3 308819
650 2 4 $a International and Comparative Education. $3 338769
700 1 $a Gutman, Mary. $3 950379
710 2 $a SpringerLink (Online service) $3 273601
773 0 $t Springer Nature eBook
856 4 0 $u https://doi.org/10.1007/978-3-031-25584-7
950 $a Education (SpringerNature-41171)