Preparing culturally responsive teachers through multicultural field experiences: a case study in China

Delin Kong, Min Zou*

*Corresponding author for this work

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Abstract

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.

Original languageEnglish
Pages (from-to)263-265
Number of pages3
JournalJournal of Education for Teaching
Volume48
Issue number2
DOIs
Publication statusPublished - 2022

Keywords

  • Pre-service teachers
  • beliefs and practices
  • culturally responsive teaching
  • multicultural field experience

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Kong, D., & Zou, M. (2022). Preparing culturally responsive teachers through multicultural field experiences: a case study in China. Journal of Education for Teaching, 48(2), 263-265. https://doi.org/10.1080/02607476.2022.2044268