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Transforming teacher preparation for culturally responsive teaching in Taiwan
ARTICLE

, Center for Teacher Education/Institute of Education, Taiwan ; , , Institute of Education, Taiwan

TATE Volume 75, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This study adopted the transformation approach to modify the structure of curriculum and instruction of a Taiwanese teacher-education program to weave in elements of culturally responsive teaching (CRT). Through observation, interviews, and data collection, the transformation of 15 candidates was analyzed. Their intrinsic motivation progressed from “establishing inclusion” to “developing a positive attitude,” “enhancing meaning,” and finally “engendering competence” through reflection. The findings can serve as the basis for deepening the theories and practices of culturally responsive teacher preparation, particularly in the context of Chinese cultural heritage.

Citation

Chou, P.I., Su, M.H. & Wang, Y.T. (2018). Transforming teacher preparation for culturally responsive teaching in Taiwan. Teaching and Teacher Education: An International Journal of Research and Studies, 75(1), 116-127. Elsevier Ltd. Retrieved July 9, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2018.06.013

Keywords