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The Transformation of Teachers into ...

Henry, Augustus.

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The Transformation of Teachers into Culturally Relevant Pedagogues: A Case Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Transformation of Teachers into Culturally Relevant Pedagogues: A Case Study./
Author:	Henry, Augustus.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	175 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Contained By:	Dissertation Abstracts International79-04A(E).
Subject:	Curriculum development. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10691115
ISBN:	9780355410686

The Transformation of Teachers into Culturally Relevant Pedagogues: A Case Study.
Henry, Augustus.

The Transformation of Teachers into Culturally Relevant Pedagogues: A Case Study. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 175 p.

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ph.D.)--Barry University, 2017.

This enquiry is a qualitative case study. Its main purpose is to understand how teachers transform into culturally relevant pedagogues (CRPs). These are instructors who employ cultural referents to provide effective and equitable education for all students, especially minorities and those who are marginalized in the education system. This study examines important activities within the teachers' academic preparation and professional practice to determine what informs them on that journey. The participants in the study are 15 public school teachers employed with a county located in the middle region of Georgia. The teachers were identified as CRPs based on guidelines from the National Center for Cultural Competence Checklist (NCCC). The data they supplied through interviews, classroom observation and documents shed clarity on their processes of becoming CRPs. These data provided insight into the mediating structures that the participants interacted with as they became sensitive to education for diversity. The conclusion holds that this case study found ample structures within the professional practice of its participants for mediating their transformation into culturally relevant pedagogues. It found the same for structures that are deemed informal---circumstances outside of teacher-education and professional practice. However, the same could not be said for constructs within teacher education. Still, circumstances-in-professional-practice stand as the most instrumental for transformation into a culturally relevant pedagogue.

ISBN: 9780355410686Subjects--Topical Terms:

684418
Curriculum development.

The Transformation of Teachers into Culturally Relevant Pedagogues: A Case Study.
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