Teachers' Self-Images in Multicultural Classrooms: Who am I?
* 본 문서는 배포용으로 복사 및 편집이 불가합니다.
서지정보
ㆍ발행기관 : 환태평양유아교육연구학회
ㆍ수록지정보 : Asia-Pacific journal of research in early childhood education / 2권 / 1호
ㆍ저자명 : Yuling L. SU
ㆍ저자명 : Yuling L. SU
목차
IntroductionPhilosophical Perspectives
Methodology
Findings
Conclusion, Discussions and Reflection
References
한국어 초록
The purpose of this hermeneutic phenomenological study, conducted in southernVirginia, United States, was to understand six teachers' own images through the experiencesteaching preschoolers from diverse cultural and linguistic backgrounds. Semistructuredinterviews were conducted with six teachers from two day care anddevelopment centers. Observations of classroom teaching added vital information tothe data collected through interviews. Other tools for data collection included fieldnotes and a researcher's reflective journal. Strategies for examining the data in thisstudy were thematic and constant comparative analysis. Five major themes ofteachers' self-images emerged from their reflection on the roles in multicultural classroomswere: ( 1) Teachers are advocators for promoting social justice, (2) Teachersare learners of cultural diversity, (3) Teachers are transformers through caring, (4)Teachers are supporters for children's emotional and social needs, and (5) Teachersare facilitators of social reciprocity. The findings also suggested recommendations forfuture research and practice in the field of early childhood education.영어 초록
The purpose of this hermeneutic phenomenological study, conducted in southernVirginia, United States, was to understand six teachers' own images through the experiences
teaching preschoolers from diverse cultural and linguistic backgrounds. Semistructured
interviews were conducted with six teachers from two day care and
development centers. Observations of classroom teaching added vital information to
the data collected through interviews. Other tools for data collection included field
notes and a researcher's reflective journal. Strategies for examining the data in this
study were thematic and constant comparative analysis. Five major themes of
teachers' self-images emerged from their reflection on the roles in multicultural classrooms
were: ( 1) Teachers are advocators for promoting social justice, (2) Teachers
are learners of cultural diversity, (3) Teachers are transformers through caring, (4)
Teachers are supporters for children's emotional and social needs, and (5) Teachers
are facilitators of social reciprocity. The findings also suggested recommendations for
future research and practice in the field of early childhood education.
참고 자료
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