Jochem Thijs , Minke Krijnen , Lian van Vemde , Lisette Hornstra , Tim Mainhard , Bjorn Wansink
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引用次数: 0
Abstract
This study describes the examination of a new multidimensional measure on teacher beliefs about diversity teaching: the Diversity Teaching Beliefs Scale (DTBS). The DTBS assesses three distinct dimensions of teachers' diversity beliefs: Acknowledging cultural differences (ACD), emphasizing cultural communalities (ECC), and socialization of the national culture (SNC). The findings of three studies on the psychometric properties of the DTBS provide support for its reliability and validity. Moreover, latent profile analyses indicated that the three teacher beliefs co-occurred in different combinations. Overall, the DTBS can be considered a useful instrument to capture the multidimensional nature of teachers’ diversity teaching beliefs.
期刊介绍：
Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.
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