Exploring pre- and in-service teachers’ (non-)critical cultural and multilingual awareness and responsiveness in classroom situations through voice-recorded video-based assessment
Research output: Journal contributions › Journal articles › Research › peer-review
Authors
Sensitizing teachers to support multicultural and multilingual students facing educational disadvantages is crucial. This study explores German (pre-service) teachers’ (non-)critical cultural and multilingual awareness and responsiveness. By applying qualitative-quantitative content analysis, we categorized participants’ voice-recorded responses to staged videos of culturally and linguistically challenging classroom situations into four levels of awareness and responsiveness. We found low levels of awareness and responsiveness that correlated positively with beliefs about multilingualism, scientific activity, language subjects, and practice-oriented opportunities to learn (OTL) about culturally and linguistically responsive teaching (CLRT). Teacher education must develop OTL promoting knowledge and critical reflection on culture, language, and CLRT.
| Original language | English |
|---|---|
| Article number | 104962 |
| Journal | Teaching and Teacher Education |
| Volume | 157 |
| Number of pages | 14 |
| ISSN | 0742-051X |
| DOIs | |
| Publication status | Published - 01.04.2025 |
Bibliographical note
Publisher Copyright:
© 2025 The Authors
- Critical cultural awareness, Critical multilingual awareness, Culturally and linguistically responsive teaching, Teacher education, Teachers’ beliefs, Video assessment
- Educational science
Research areas
- Education