Exploring pre- and in-service teachers’ (non-)critical cultural and multilingual awareness and responsiveness in classroom situations through voice-recorded video-based assessment
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In: Teaching and Teacher Education, Vol. 157, 104962, 01.04.2025.
Research output: Journal contributions › Journal articles › Research › peer-review
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TY - JOUR
T1 - Exploring pre- and in-service teachers’ (non-)critical cultural and multilingual awareness and responsiveness in classroom situations through voice-recorded video-based assessment
AU - Kardel, Lotta
AU - Ehmke, Timo
AU - Lemmrich, Svenja
N1 - Publisher Copyright: © 2025 The Authors
PY - 2025/4/1
Y1 - 2025/4/1
N2 - 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.
AB - 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.
KW - Critical cultural awareness
KW - Critical multilingual awareness
KW - Culturally and linguistically responsive teaching
KW - Teacher education
KW - Teachers’ beliefs
KW - Video assessment
KW - Educational science
UR - http://www.scopus.com/inward/record.url?scp=85217228577&partnerID=8YFLogxK
U2 - 10.1016/j.tate.2025.104962
DO - 10.1016/j.tate.2025.104962
M3 - Journal articles
AN - SCOPUS:85217228577
VL - 157
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
SN - 0742-051X
M1 - 104962
ER -