Supporting secondary pre-service teacher identity development as culturally responsive and sustaining teachers
DOI:
https://doi.org/10.32865/fire201952152Keywords:
culturally responsive education, teacher preparation, secondary education, teacher identity, student teachers, social justice, equityAbstract
In Aotearoa New Zealand, as in many pluralistic democracies, the continuing disparity in educational outcomes has resulted in a growing call for changes in teacher preparation to better support culturally diverse learners in ways that are responsive to the particular national and cultural contexts. This paper presents findings from a teacher education program specifically designed to address this need within the national context of
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