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Theeuwes, B.C. (2024)

Culturally responsive teaching in Dutch multicultural secondary schools

Doctoral Thesis
In this dissertation, Dutch secondary school teachers’ attitudes, knowledge, noticing skills and reasoned practices regarding culturally responsive teaching in a multicultural classroom context, were examined. These components of culturally responsive teaching were addressed in three explorative, qualitative studies. In the first study, expert teachers’ reasoned practices were examined by in depth interviews. In the second and third study, spherical video-based virtual reality (SV-VR) clips of a multicultural classroom were used to provide teachers an immersive, authentic and comparable experience. The second study focussed on student teachers’ and expert teachers’ noticing through a cultural lens. In the third study, the SV-VR clips were used for deeper reflections in focus groups through which expert teachers’ culturally responsive attitudes, knowledge, noticing skills and reasoned practices were examined. The main results of this dissertation show that expert teachers teaching...Show moreIn this dissertation, Dutch secondary school teachers’ attitudes, knowledge, noticing skills and reasoned practices regarding culturally responsive teaching in a multicultural classroom context, were examined. These components of culturally responsive teaching were addressed in three explorative, qualitative studies. In the first study, expert teachers’ reasoned practices were examined by in depth interviews. In the second and third study, spherical video-based virtual reality (SV-VR) clips of a multicultural classroom were used to provide teachers an immersive, authentic and comparable experience. The second study focussed on student teachers’ and expert teachers’ noticing through a cultural lens. In the third study, the SV-VR clips were used for deeper reflections in focus groups through which expert teachers’ culturally responsive attitudes, knowledge, noticing skills and reasoned practices were examined. The main results of this dissertation show that expert teachers teaching at Dutch multicultural schools indicate that working on a good interpersonal relationship with students is crucial. Moreover, the importance of adopting a genuinely curious attitude regarding students’ Funds of Knowledge/ Identity is often referred to. Such knowledge is also seen as necessary to notice relevant classroom events. Recommendations are made for teacher education regarding preparing teachers to teach multicultural classes.
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Teacher education
Teaching
Multicultural classroom
Culturally diverse classroom
Urban education
Noticing
Noticing through a cultural lens
Secondary education
Culturally responsive teaching
Funds of knowledge/ identity
All authors
Theeuwes, B.C.
Supervisor
Admiraal, W.F.; Saab, N.; Denessen, E.J.P.G.
Committee
Barendregt, B.A.; Janssen, F.J.J.M.; Severiens, S.E.; Mearns, T.L.; Gaikhorst, L.
Qualification
Doctor (dr.)
Awarding Institution
Leiden University Graduate School of Teaching (ICLON), Faculty of Social and Behavioural Sciences, Leiden University
Date
2024-05-29
Title of host publication
ICLON PhD Dissertation Series
ISBN (print)
9789490383473