Preparing Culturally Responsive Teachers
Preparing Culturally Responsive Teachers
复制标题
培养具有文化敏感性的教师
DOI：
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发表时间：
2002
期刊：
影响因子：
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通讯作者：
Tamara Lucas
中科院分区：
文献类型：
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作者：
A. Villegas;Tamara Lucas
为了成功地使教师教育领域摆脱目前普遍存在的对多样性的零散和肤浅的对待，教师教育工作者必须阐明在一个多元化社会中教与学的愿景，并利用这一愿景在整个职前课程中系统地指导多元文化问题的灌输。提出了一种愿景，即具有文化响应性的教师，可以作为这一过程中教师教育工作者之间对话的起点。在这一愿景中，对文化敏感的教师(A)具有社会文化意识，(B)对来自不同背景的学生有肯定的看法，(C)认为自己有责任并有能力带来变革，使学校更加公平，(D)了解学习者如何构建知识并有能力促进知识构建，(E)了解学生的生活，(F)在学生已知知识的基础上设计教学，同时使他们超越熟悉的范围。
To successfully move the field of teacher education beyond the fragmented and superficial treatment of diversity that currently prevails, teacher educators must articulate a vision of teaching and learning in a diverse society and use that vision to systematically guide the infusion of multicultural issues throughout the preservice curriculum. A vision is offered of culturally responsive teachers that can serve as the starting point for conversations among teacher educators in this process. In this vision, culturally responsive teachers (a) are socioculturally conscious, (b) have affirming views of students from diverse backgrounds, (c) see themselves as responsible for and capable of bringing about change to make schools more equitable, (d) understand how learners construct knowledge and are capable of promoting knowledge construction, (e) know about the lives of their students, and (f) design instruction that builds on what their students already know while stretching them beyond the familiar.