{"title":"Educating Culturally Responsive Han Teachers: Case Study of a Teacher Education Program in China","authors":"Huanshu Yuan","doi":"10.18251/IJME.V20I2.1609","DOIUrl":null,"url":null,"abstract":"This qualitative case study examines how a teacher education institution in China prepares culturally responsive Han teachers for diverse student populations. The purpose of this study was to explore preservice Han teachers’ perspectives of, and academic preparation in, multicultural education in order to enhance institutional quality and effectively prepare culturally responsive Han teachers for multicultural and multiethnic students in China. Four major findings revealed teacher candidates’ ambiguous perceptions of diversity; the inadequate academic preparation in teaching for diversity; disparity between academic training and teaching practice; and lack of institutional commitment to preparing teachers for diversity in China.","PeriodicalId":44292,"journal":{"name":"International Journal of Multicultural Education","volume":" ","pages":""},"PeriodicalIF":0.7000,"publicationDate":"2018-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.18251/IJME.V20I2.1609","citationCount":"16","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Multicultural Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.18251/IJME.V20I2.1609","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 16
Abstract
This qualitative case study examines how a teacher education institution in China prepares culturally responsive Han teachers for diverse student populations. The purpose of this study was to explore preservice Han teachers’ perspectives of, and academic preparation in, multicultural education in order to enhance institutional quality and effectively prepare culturally responsive Han teachers for multicultural and multiethnic students in China. Four major findings revealed teacher candidates’ ambiguous perceptions of diversity; the inadequate academic preparation in teaching for diversity; disparity between academic training and teaching practice; and lack of institutional commitment to preparing teachers for diversity in China.
期刊介绍：
International Journal of Multicultural Education (IJME) is a peer-reviewed open-access journal for scholars, practitioners, and students of multicultural education. Committed to promoting educational equity for all, cross-cultural understanding, and global awareness in all levels of education including leadership and policies, IJME publishes (1) reports of empirical research typically in qualitative research orientation (some special issues may publish quantiative studies); (2) literature-based conceptual articles that advance theories and scholarship of multicultural education; and (3) praxis articles that discuss successful multicultural education practices grounded on sound theories. We accept submissions of high quality from the global community. Reviews of visual arts, professional and children''s books, and multimedia resources will be published until the end of 2015 (submissions are on invitation only).
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