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Pre and in-service teacher beliefs about children from diverse backgrounds: Why what teachers believe (still) matters (Australia)

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Abstract:

This paper identifies beliefs and attitudes in pre and in-service teachers that are based on deficit conceptions of students from communities of difference and the effectiveness (or not) of Initial Teacher Education (ITE) in breaking down such beliefs. The reliance of teachers, both from within and without communities of difference, on personal beliefs in place of professional knowledge is well documented in the research, especially when dealing with the education of minority and marginalised children. This research adds to the body of knowledge related to educator beliefs about children from diverse backgrounds but seeks to provide evidence that such beliefs can be changed through exposure to powerful ideas and focused teaching on diversity. The results are cross tabulated with demographic data to indicate that the reliance of teachers, both from within and without communities of difference, on personal beliefs in place of professional knowledge is reflected in the research, especially when dealing with the education of minority and marginalized children. Significantly we find that there is a correlation between demographic data and Cultural Responsiveness – those teachers with more cultural capital have greater cultural responsiveness than those who have less cultural capital.
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Association:
Name: UCEA Annual Convention
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http://www.ucea.org


Citation:
URL: http://citation.allacademic.com/meta/p378139_index.html
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MLA Citation:

Zyngier, David. "Pre and in-service teacher beliefs about children from diverse backgrounds: Why what teachers believe (still) matters (Australia)" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p378139_index.html>

APA Citation:

Zyngier, D. "Pre and in-service teacher beliefs about children from diverse backgrounds: Why what teachers believe (still) matters (Australia)" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California <Not Available>. 2014-11-28 from http://citation.allacademic.com/meta/p378139_index.html

Publication Type: Symposium Paper
Abstract: This paper identifies beliefs and attitudes in pre and in-service teachers that are based on deficit conceptions of students from communities of difference and the effectiveness (or not) of Initial Teacher Education (ITE) in breaking down such beliefs. The reliance of teachers, both from within and without communities of difference, on personal beliefs in place of professional knowledge is well documented in the research, especially when dealing with the education of minority and marginalised children. This research adds to the body of knowledge related to educator beliefs about children from diverse backgrounds but seeks to provide evidence that such beliefs can be changed through exposure to powerful ideas and focused teaching on diversity. The results are cross tabulated with demographic data to indicate that the reliance of teachers, both from within and without communities of difference, on personal beliefs in place of professional knowledge is reflected in the research, especially when dealing with the education of minority and marginalized children. Significantly we find that there is a correlation between demographic data and Cultural Responsiveness – those teachers with more cultural capital have greater cultural responsiveness than those who have less cultural capital.


Similar Titles:
A systemic effort to understand how teacher leaders’ beliefs and practice about children from diverse backgrounds can shape school improvement (USA

The Significance of Service: Student-Driven Service that Matters as a Core Component of Teacher Preparation.

What teachers believe matters?: A cross-national analysis of prospective teachers beliefs using TEDS-M database.


 
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