Fostering Intercultural Inquiry in Subject-Area Curriculum Courses.
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This study investigates the of intercultural inquiry into subject-area curriculum courses in a teacher education program. Drawing from data that include questionnaires, student assignments, and interviews, the research focuses on how student teachers responded to critical explorations of diversity within curriculum courses in second language education, early childhood education, and art education. The findings indicate that most student teachers had limited prior experiences with diversity, leading to anxiety and uncertainty about their preparedness to work in diverse classrooms. Although many were receptive to intercultural inquiry and perceived its value, some resisted efforts to critically challenge social inequality and privilege. Key words: teacher education, diversity, multicultural education, intercultural inquiry Cet article porte sur l'integration de la recherche interculturelle dans un programme de formation a l'enseignement. Puisant dans des donnees tirees entre autres de questionnaires, de travaux d'etudiants et d'entrevues, les auteurs cherchent essentiellement a examiner comment des etudiants-maitres reagissent aux explorations critiques de la diversite dans des cours en enseignement d'une langue seconde, en education prescolaire et en education artistique. D'apres les resultats obtenus, la plupart des etudiants-maitres avaient au depart peu d'experience de la diversite ; ils se sentaient donc anxieux et peu surs d'eux par rapport a la perspective de travailler dans des classes heterogenes. Si certains voyaient d'un bon oeil la recherche interculturelle et etaient conscients de sa valeur, d'autres se montraient reticents a defier de facon critique des inegalites et des privileges sociaux. Mots cles: formation a l'enseignement, diversite, education multiculturelle, recherche interculturelle ********** Given the cultural, ethnic, and linguistic diversity present in Canadian schools, institutions of higher education have the responsibility to prepare the next generation of teachers to meet the needs of diverse student populations. One means to work toward this goal has been for teacher education programs to adopt an by offering specialized courses that focus on topics such as diversity, multiculturalism, and anti-racist education (e.g., Goodwin, 1997; Schick & St. Denis, 2003). Some faculties of education have instituted a program-wide infusion to address diversity across various components of their teacher education program (e.g., Clark, 2002; Vavrus, 1994). However, change at the program level can be difficult to implement and may require years of development as well as movement through various levels of institutional approval. Evidence indicates that the additive approach alone is not sufficient to prepare teachers for diversity (e.g., Grant, 1994; Murrell & Foster, 2003; Sleeter, 2001). Consequently, it is important to explore alternative approaches. This study was carried out by a group of teacher educators working to promote intercultural inquiry among the preservice teachers enrolled in their subject-area curriculum, or methods, courses. Situating intercultural inquiry within subject-area curriculum courses offers several advantages compared with other approaches. First, it provides a means to address cultural diversity specifically in relation to the everyday teaching practices of various school subjects. Second, it can be implemented by individual instructors without the need for program-wide change. Third, it offers the potential for across the teacher education curriculum, but without the need for a lengthy process of program-level adoption. DEFINING INTERCULTURAL INQUIRY Central to this study is the term intercultural inquiry, which we use to refer to processes that assist preservice teachers to respond optimally to all children, understanding both the richness and the limitations reflected by their own socio-cultural context, as well as the socio-cultural contexts of the students they are teaching (Barrera & Kramer, 1997). …
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it