In this dissertation, Dutch secondary school teachers’ attitudes, knowledge, noticing skills and reasoned practices regarding culturally responsive teaching in a multicultural classroom context,... 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. Show less
Theeuwes, B.C.; Saab, N.; Denessen, E.; Admiraal, W. 2019
This paper examines how teachers with experience in teaching culturally diverse classes in Dutch secondary schools characterize their teaching practices. Based on analyses of inductive interviews... Show moreThis paper examines how teachers with experience in teaching culturally diverse classes in Dutch secondary schools characterize their teaching practices. Based on analyses of inductive interviews with 13 teachers at three different culturally diverse schools, teaching practices have been clustered into five facets of teaching: (1) fostering the interpersonal relationship with students, (2) preventing and coping with disturbing behavior, (3) fostering social cohesion, (4) stimulating personal development and (5) supporting the learning process. Each facet of teaching was illustrated with general practices and specific examples. Teachers emphasized the interpersonal relation with students. In addition, the results indicate that teachers made different choices in how to take into account cultural differences in their teaching practices. It seems that educational goals and beliefs about diversity and integration affected their choices. The results of this study can be helpful for teacher educators to prepare their students for teaching culturally diverse classes. Show less
