TY - JOUR
T1 - Preparing culturally responsive teachers through multicultural field experiences
T2 - a case study in China
AU - Kong, Delin
AU - Zou, Min
N1 - Publisher Copyright:
© 2022 International Review of Finance Ltd.
PY - 2022
Y1 - 2022
N2 - This study introduces a multicultural field experience for pre-service teachers in China. Allowing pre-service teachers to work directly with multicultural students in multicultural contexts, the multicultural field experience was found to impact positively on pre-service teachers’ culturally responsive teaching (CRT) beliefs and practices. Implications for initial teacher education are included.
AB - This study introduces a multicultural field experience for pre-service teachers in China. Allowing pre-service teachers to work directly with multicultural students in multicultural contexts, the multicultural field experience was found to impact positively on pre-service teachers’ culturally responsive teaching (CRT) beliefs and practices. Implications for initial teacher education are included.
KW - Pre-service teachers
KW - beliefs and practices
KW - culturally responsive teaching
KW - multicultural field experience
UR - http://www.scopus.com/inward/record.url?scp=85124876394&partnerID=8YFLogxK
U2 - 10.1080/02607476.2022.2044268
DO - 10.1080/02607476.2022.2044268
M3 - Article
AN - SCOPUS:85124876394
SN - 0260-7476
VL - 48
SP - 263
EP - 265
JO - Journal of Education for Teaching
JF - Journal of Education for Teaching
IS - 2
ER -