| 000 | 01496nab a2200229 4500 | ||
|---|---|---|---|
| 999 |
_c11049 _d11049 |
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| 003 | OSt | ||
| 005 | 20201216162000.0 | ||
| 007 | cr aa aaaaa | ||
| 008 | 201216b ||||| |||| 00| 0 eng d | ||
| 100 |
_aCunningham, Heather B. _933368 |
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| 245 | _aResponding to What We Notice: International Student Teaching as a Pathway to Cultural Responsiveness | ||
| 260 |
_bSage, _c2019. |
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| 300 | _aVol 54, Issue 9, 2019(1262-1289 p.) | ||
| 520 | _aThis qualitative study explores short-term international student teaching (IST) as an avenue to develop two capacities related to cultural responsiveness among a group of U.S. preservice teachers (PSTs) in Mexico. Cultural noticing involves perceiving details about cultural context. Cultural responding involves using what is noticed to adapt teaching practice. Findings suggest three ideas. First, IST programs may promote development of cultural noticing capacity. Second, teacher education programs must promote development of cultural noticing capacity, as without it, further efforts to develop culturally responsive teaching practice may be futile. Third, Whiteness may obstruct PST engagement in culturally responsive teaching practice. | ||
| 650 |
_astudy abroad, _934569 |
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| 650 |
_a preservice teachers, _934464 |
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| 650 |
_aurban education, _934570 |
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| 650 |
_a cultural responsiveness _932062 |
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| 773 | 0 |
_010959 _915474 _dSage, 2019. _tUrban education |
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| 856 | _uhttps://doi.org/10.1177/0042085919860569 | ||
| 942 |
_2ddc _cART |
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