Supporting secondary pre-service teacher identity development as culturally responsive and sustaining teachers

Authors

DOI:

https://doi.org/10.32865/fire201952152

Keywords:

culturally responsive education, teacher preparation, secondary education, teacher identity, student teachers, social justice, equity

Abstract

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

Author Biographies

Letitia Hochstrasser Fickel, University of Canterbury

Professor of Teacher Education

Acting Pro-Vice Chancellor

College of Education, Health and Human Development

University of Canterbury

Jane Abbiss, University of Canterbury

Associate Professor

School of Teacher Education

College of Education, Health and Human Development

University of Canterbury

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Published

2019-11-05

How to Cite

Fickel, L. H., & Abbiss, J. (2019). Supporting secondary pre-service teacher identity development as culturally responsive and sustaining teachers. FIRE: Forum for International Research in Education, 5(2). https://doi.org/10.32865/fire201952152

Issue

Vol. 5 No. 2 (2019): Innovative Teachers as Change Agents

Section

Articles

License

This is an open access journal which means that all content is freely available without charge to the user or his/her institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author. This is in accordance with the BOAI definition of open access. FIRE ISSN: 2326-3873.