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作者

Heather B. Cunningham

来源

URBAN EDUCATION,Vol.54,Issue9,P.1262–1289

语言

英文

关键字

study abroad, preservice teachers, urban education, cultural responsiveness

作者单位

1Chatham University, Pittsburgh, PA, USA

摘要

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.