10. Teacher Education Research
Paper
How Initial Teacher Education Prepares Teachers for Work on Discrimination, Racism, and Prejudices in Schools: a Systematic Review
Serap Keles, Elaine Munthe
University of Stavanger, Norway
Presenting Author: Keles, Serap;
Munthe, Elaine
The task of preparing future teachers for diversity, equity and social justice is a challenging and complex task (Darling-Hammond & Bransford, 2005; Milner, 2010; Lucas et al., 2008). It is a task that Initial Teacher Education (ITE) programs continually strive for, but researchers often conclude that programs are not doing enough (e.g., Magogwe & Ketsitlile, 2015; Thomassen & Munthe, 2021). Our goal is that this review will be of help to teacher educators when developing future programs and interventions by providing a knowledge base of what ITE programs already do and what results they have achieved. We will also shed light on the various theoretical perspectives used when designing and discussing interventions (including courses).
Previous reviews on multicultural and anti-racist education in ITE have highlighted varying conceptualizations and methodological shortcomings in the existing studies, leading to inconclusive findings. They also highlighted the need for research to dig deeper to enhance our knowledge of how ITE can contribute to teaching for diversity, for social equity, and to address the emotional aspects of prejudice and racism. The current review is an attempt to dig deeper into the strategies used when attempting to prepare teacher candidates to work with diverse students in diverse contexts especially in the field of prejudice prevention and racism. Our study aims to analyze strategies, implementation approaches, and what they intend to achieve (intended or non-intended learning outcomes).
While our review has a broad focus encompassing multiculturalism, diversity education, prejudice, and social justice, there is an underlying connection with prior reviews like Hambacher and Ginn (2021) and Solano-Compas et al. (2020). This review acknowledges both the importance of challenging established beliefs and addressing race-related issues, aligning with the themes of awareness and discomfort; and also focusing on both pedagogical strategies aiming to modify beliefs, knowledge, and skills, aligning with the themes of orientations and pedagogical knowledge and skills, in a wider context. We aspire to contribute to the understanding of this domain, with implications for future research, policy, and practice in ITE.
In this review, we limited our focus to interventions within ITE that aim to prepare future teachers for work on discrimination, racism, and prejudices in school. More specifically, we will investigate the following research questions:
1) What are the main characteristics of the studies?
2) What are the main characteristics of the interventions (type – aim – duration – consequences)?
3) What similarities or differences are there in the studies’ educational approaches in terms of what they aimed at versus what they achieved?
Methodology, Methods, Research Instruments or Sources UsedIn order to answer our research questions, we conducted a systematic review with a qualitative thematic synthesis. The method used in the article involves following the guidelines in the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA; Moher et al., 2009). The steps recommended by van Wesel et al. (2015) were followed in conducting this review: (a) literature search, (b) study identification, (c) data extraction/study coding, (d) study quality appraisal, and (e) thematic analysis.
First, a priori inclusion /exclusion criteria were determined. Studies with the following characteristics were included: a) involving an ITE intervention (including workshops, courses, new curriculum with no such design limitations), b) to reduce prejudice, racism and discrimination, c) targeting preservice teachers, d) written in English, and e) published in a peer-reviewed journal. Exclusion criteria were thus related to intervention (i.e., a lack of intervention such as correlational studies just assessing preservice teachers attitudes on discrimination, racism in relation to some outcomes without any intervention were excluded), topic (i.e., without a focus on reducing prejudice, discrimination, and racism), target group (i.e., with a different target group such as teachers working in schools), and language (i.e., written in another language than English). We also excluded studies based on study type /e.g., not a primary empirical study such as reviews, meta-analyses, theoretical, conceptual papers).
Then a comprehensive literature search was carried out in three databases: ERIC, PsycINFO, and SCOPUS. The identified studies were screened for their eligibility in a two-stage independent double screening process (i.e., screening on title and abstract and screening on full-text) using EPPI-Reviewer systematic review software (http://eppi.ioe.ac.uk/cms/). Detailed data were extracted for the eligible studies. First, the characteristics of the studies such as country, study design, data collection methods and of the interventions were extracted for descriptive purposes. Then the data synthesis involved a qualitative thematic synthesis (e.g., Bryman, 2016; Malterud, 2019). This entails (1) careful reading and coding of each study (2) to identify descriptive themes and then (3) to develop analytical themes by further abstracting the descriptive themes. The interventions in the included studies were first categorized according to their content, main topic (i.e., general multicultural/diversity, prejudice/racism, and social justice) and then based on their type (e.g., a course, program, field experience), aim (i.e., creating awareness, evoking emotions, building capacity/skills), duration, and consequences. Study quality was assessed using the Mixed Methods Appraisal Tool (MMAT; Hong et al., 2018).
Conclusions, Expected Outcomes or FindingsThrough a comprehensive literature search of peer reviewed articles in three databases, 1380 studies were identified and screened independently by two authors. After the two-stage abstract and full text screening, 103 studies were selected as eligible. We differentiated between studies that focused predominantly on general multicultural/diversity (44 studies), prejudice/racism (36 studies), and social justice (23 studies). Interventions were further categorized under four main categories: course (71 studies), program (23 studies), field experience (37 studies), and immersion experience (11 studies). Some of the interventions involved more than one category such as a course combined with a field experience. Among the 103 studies included, almost all (101 studies) aimed at creating “awareness” in addition to another outcome, while in 29 studies creating “awareness” was the only targeted outcome. Building “capacity” was the target outcome in 58% of the studies (60 studies) in addition to creating “awareness” and “emotions”. Lastly, creating “emotions” was a target in 24 studies. Of 103 included studies, only 10.7 % of the studies (11 studies) involved all three pedagogical outcomes as their target.
This review identified a diverse range of intervention strategies, suggesting that a multifaceted approach is crucial for effective teacher preparation and equip them with the necessary skills and awareness for diverse classrooms. The emphasis on critical pedagogy, reflective practices, and racial literacy in recent studies suggests a growing acknowledgment of the importance of fostering critical thinking skills among pre-service teachers. The findings underscore the need for more comprehensive and sustained interventions to effectively provide future teachers with the awareness, skills, and emotional capacity to reduce racism, prejudice, and discrimination. These findings have implications for future research, policy, and practice in initial teacher education, emphasizing the importance of cultivating a critical mindset for addressing complex issues in the classroom and in schools effectively.
ReferencesBryman, A. (2016). Social research methods. Oxford university press.
Darling-Hammond, L., & Bransford, J. (Eds.). (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. Jossey-Bass.
Hambacher, E., & Ginn, K. (2020). Race-visible teacher education: A review of the literature from 2002 to 2018. Journal of Teacher Education, 72(3), 329–341. https://doi.org/10.1177/0022487120948045
Hong, Q. N., Pluye, P., Fàbregues, S., Bartlett, G., Boardman, F., Cargo, M., Dagenais, P., Gagnon, M-P-, Griffiths, F., Nicolau, B., O’Cathain, A., Rousseau, M-C., & Vedel, I. Mixed Methods Appraisal Tool (MMAT), version 2018. Registration of Copyright (#1148552), Canadian Intellectual Property Office, Industry Canada.
Lucas, T., Villegas, A. M., & Freedson-Gonzalez, M. (2008). Linguistically responsive teacher education: Preparing classroom teachers to teach english language learners. Journal of Teacher Education, 59(4), 361-373. https://doi.org/10.1177/0022487108322110
Magogwe, J., Ketsitlile, L.E. (2015). Pre-service teachers’ preparedness for teaching multicultural students, Journal for Multicultural Education, 9(4), 276-288. doi: 10.1108/JME-11-2014-0040
Malterud, K. (2019). Qualitative metasynthesis: A research method for medicine and health sciences. Routledge.
Milner, H. R. (2010). What does teacher education have to do with teaching? Implications for diversity studies. Journal of Teacher Education, 61(1-2), 118-131. https://doi.org/10.1177/0022487109347670
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & Group, P. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. PLoS Medicine, 6(7), e1000097. https://doi.org/10.1371/journal.pmed.1000097
Solano-Campos, A., Hopkins, M., & Quaynor, L. (2020). Linguistically responsive teaching in preservice teacher education: A review of the literature through the lens of cultural-historical activity theory. Journal of Teacher Education, 71(2), 203-217. https://doi.org/10.1177/0022487118808785
Thomassen, W., & Munthe, E. (2021) Educating Norwegian preservice teachers for the multicultural classroom – what knowledge do student teachers and mentor teachers express?, European Journal of Teacher Education, 44:2, 234-248. doi: 10.1080/02619768.2020.1758661
van Wesel, F., Boeije, H., & Alisic, E. (2015). Towards a method for synthesizing diverse evidence using hypotheses as common language. Quality & Quantity, 49(6), 2237-2249. https://doi.org/10.1007/s11135-014-0105-9
10. Teacher Education Research
Paper
Pre-service Teachers’ Education for Global Citizenship and Social Justice: Perspectives of Teacher Educators
Andreia Vieira Reis1, Ana Sofia Pinho2
1Instituto de Educação, Universidade de Lisboa; 2Instituto de Educação, Universidade de Lisboa
Presenting Author: Reis, Andreia Vieira
In the volatile, uncertain, complex and ambiguous world (“VUCA world”); in which we live (Tichnor-Wagner et al., 2019), the movement of diverse cultural, ethnic, religious, and linguistic groups has raised important and complex questions about citizenship, human rights, democracy and education (Banks, 2011). In this context, global citizenship education (GCE) has gained prominence not only in educational discourse (Davy, 2011; Goren & Yemin, 2016; Gaudelli, 2016; Pasby et al., 2020), but also in the agenda of several international organisations such as Oxfam and UNESCO, seeking to address key social issues of social justice, human rights, inequalities, discrimination and humanitarian and environmental crises. Linked to sustainable development (Agenda 2030), GCE is a transformative pedagogy that aims to empower individuals to understand, imagine and act in favour of a world with social and climate justice, peace, solidarity, equity, sustainability and international understanding (GENE, 2022). Based on a sense of belonging to a common humanity, it aims to contribute to building more just, inclusive and peaceful societies (UNESCO, 2018). Therefore, GCE stands out for its potential to contribute to a transformational and social justice agenda (Shultz, 2007; Tarozzi &Torres, 2016). However, the way in which GCE is materialised in curricula, school and teacher practices still requires attention and reflection (UNESCO, 2013). Although it is recognised that European universities play an important role in promoting GCE through teacher education programmes (GENE, 2017), teacher education practices in this field remain under-explored (Tarozzi & Mallon, 2019). Indeed, the way in which teacher education programmes are addressing GCE and social justice (SJ) in the preparation of future teachers (Cochran-Smith, 2020; Tarozzi & Mallon, 2019), alongside teacher educator’s professional development in this scope, is a scholarly concern (Mairi et al., 2023).
This background reinforces our intention to understand how a public higher education institution in Portugal is developing a pre-service primary school teacher’s education for social justice and global citizenship. Bearing in mind that teacher educators play a key role in education (Cochran-Smith, 2003; Goodwin & Kosnik, 2013), by directly influencing the quality of student teachers’ preparation and, more indirectly, the learning outcomes of children and young people (Ping, Schellings & Beijard, 2018), it is paramount to investigate teacher educator’s understanding and teaching practices as regards education for global citizenship and social justice.
This current paper presentation, which is part of an ongoing doctoral research project (SFH/BD/04942.2020), is based on the following research questions:
a) How do teacher educators understand GCE and SJ?;
b) What importance do they attach to the development of a GCE and SJ in pre-service teacher education programmes?;
c) How are the curricular units/courses they teach contributing to such development?
d) What factors do participants identify as facilitating or inhibiting the promotion of GCE and SJ in the preparation of pre-service teachers?
Methodology, Methods, Research Instruments or Sources UsedMethodologically, this research is part of a interpretative paradigm (Bogdan & Biklen, 1994), according to which the purpose of research is to understand the intentions and meanings - beliefs, opinions, perceptions, representations, perspectives, conceptions - that the subjects manifest in relation to others and the contexts with which they interact (Amado, 2014). A case study method is adopted (Yin, 2009) of three pre-service teachers’ education programmes at a public higher education institution in Portugal. Based on the premise that the real purpose of qualitative research is not “to count opinions or people, but on the contrary, to explore the spectrum of opinions, the different representations about the subject in question" (Bauer & Gaskell, 2002, p. 68), this study delves into the discourses of twelve teacher educators, all of them involved in those programmes. The data was gathered through semi-structured interviews, applied to twelve teacher educators in order to (i) collect teacher educators’ conceptions of GCE and SJ, (ii) understand the importance given to GCE and SJ in the programmes' curricula, and (iii) identify facilitating factors and constraints in the development of a GCE and JS oriented curriculum.
Therefore, valuing the discourse of each participant and with the intent to develop a systematic and objective description of the meaning of the data (Schreier, 2013), several procedures were carried out: organizing and presenting the data; analysing it; discussing and interpreting the results, relating them to the literature review, the theoretical framework and the research questions (Mattar & Ramos, 2021). A thematic analysis was adopted to identify, interpret and report patterns, i.e. themes, within the data (Braun & Clarke, 2006), which were organised around the following themes:
a) conceptions of education for GC and SJ;
b) relevance of GCE and SJ in teacher education;
c) competences to be favoured;
d) dynamics and strategies mobilized in the development of GCE and SJ;
e) facilitating factors.
f) constraints.
Conclusions, Expected Outcomes or FindingsThe preliminary results suggest that the teacher educators relate GCE and SJ essentially - with specific values and issues of sustainability, respect, diversity, inclusion, empathy, human rights, solidarity and equity. They see it as an educational approach that is relevant to the current context of interdependence, globalization and diversity. According to all the participants, GCE and SJ are intrinsically aligned, sharing values and principles. In terms of relevance, from a perspective of "thinking for the common good" and being able to contribute to the transformation of the world, GCE and SJ are extremely relevant in initial teacher education. The participants refer to the development of participation, cooperation, critical understanding of the world and a sense of agency for the exercise of active and responsible citizenship, skills that many teacher educators consider to be linked the mission of being a teacher in general.
With regard to the dynamics and strategies mobilized in the development of GCE and SJ, the teacher educators report a variety of practices such as the analysis of articles and key documents, the discussion of films, the use of children’s literature, the construction of portfolios and the implementation of educational projects, some of which anchored in Challenge Based Learning methodologies.
Collaborative and interdisciplinary work and the growing development of research by some of these teacher educators, especially in the field of teacher education for sustainability, are important factors that foster the development of these approaches.
However, the scope and complexity of these approaches, something that the literature has been emphasizing (Davies, 2006; Oxley & Morris, 2013; Pasby et al., 2020), as well as the problematisation, practical implementation and evaluation of these processes, are some of the main challenges to overcome. Despite focusing on a specific national context, due to the worldwide discussion around GCE and SJ, the current piece of research may contribute to the professional development of teacher educators.
ReferencesAmado, J. (2014). Manual de Investigação Qualitativa em Educação. Imprensa da Universidade de Coimbra.
Banks, J. A. (2011). Educating citizens in diverse societies. Intercultural Education, 22(4), 243-251.
Bauer, M. W., & Gaskell, G. (2002). Pesquisa qualitativa com texto, imagem e som: Um manual prático (2ª Ed.) Editora Vozes.
Cochran-Smith, M. (2003). Learning and unlearning: the education of teacher educators. Teaching and Teacher Education, 19(1), 5-28.
Cochran-Smith, M. (2020). Teacher Education for Justice and Equity: 40 Years of Advocacy. Action in Teacher Education. 42(1), 49-59.
Davies, L. (2006). Global Citizenship: Abstraction or Framework for Action?. Educational Review, Vol. 58(1) 5-25.
GENE (2017) The State of Global Education in Europe 2017. Global Education Network Europe. Online. http://tinyurl.com/y62gbchh (accessed 10 April 2019).
GENE (2022). The European Declaration on Global Education to 2050. The Dublin Declaration.
Goodwin, A. L., & Kosnik, C. (2013). Quality teacher educators = quality teachers? Conceptualizing essencial domains of knowledge for those who teach teachers. Teacher Development, 17(3), 334-346.
Goren, H. and Yemini, M. (2017) ‘Global citizenship education redefined – a systematic review of empirical studies on global citizenship education’. International Journal of Educational Research, 82, 170–83.
Mairi, S. Gruber, J. Mercer, S. Schartner, A. Ybema, J. Young T. & Meer, C. (2023). Teacher educators’ perspectives on global citizenship education and multilingual competences, Journal of Multilingual and Multicultural Development.
Oxley, L. & Morris, P. (2013) Global Citizenship: A Typology for Distinguishing its Multiple Conceptions, British Journal of Educational Studies, 61(3), 301-325,
Pashby, K., Costa. M., Stein, S., & Andreotti, V., (2020). A meta-review of typologies of global citizenship education. Comparative Education, 56(2),144-164,
Ping, C., Schellings, G. & Beijard, D. (2018). Teacher Educator’s Professional Learning: a Literature Review. Teaching and Teacher Education, 75, 93-104. https://doi.org/10.1016/j.tate.2018.06.003
Schreier, M. (2013). Qualitative content analysis. Sage.
Shultz, L. (2007). Educating for global citizenship: Conflicting agendas and understandings’. Alberta Journal of Educational Research, 53 (3), 248–58.
Tarozzi, M. & Torres, C. A. (2016). Global Citizenship Education and the Crises of Multiculturalism: Comparative perspectives. Bloomsbury Academic
Tarozzi, M. and Mallon, B. (2019). Educating teachers towards global citizenship: A comparative study in four European countries. London Review of Education, 17 (2), 112–125.
Tichnor-Wagner, A. Parkhouse, H. Glazier, J. Cain & J. M. (2019). Becoming a Globally Competent Teacher. Association for Supervision & Curriculum Development.
UNESCO (2013). Education Transform lives. Education for All Global Monitoring Report. Paris: UNESCO.
UNESCO (2018). Éducation à la citoyenneté mondiale: Pour une approche locale. Paris: UNESCO.
10. Teacher Education Research
Paper
Educational Equity and Teacher Preparation in China: A Systematic Review of Empirical Studies
Qin Mou1, Jingyi Chu3, Machteld Vandecandelaere1, Orhan Agirdag1,2
1KU Leuven; 2University of Amsterdam; 3China University of Political Science and Law
Presenting Author: Mou, Qin
Increasingly wider income inequalities have caused severe educational disparities among students with different socioeconomic statuses. To address the problem, solutions have been suggested from perspectives such as school-level organization, student health, living conditions and so on. In this research, we focus on an emerging concept of preservice teachers' competence—equity-oriented teaching competence which can be understood as preservice teachers’ teaching beliefs, skills and practices that foreground equity and social justice (Blömeke et al., 2015; Cochran-Smith et al., 2016). Research has demonstrated the importance of preservice teachers’ equity-oriented teaching competence in promoting educational equity for socially minoritized students (e.g., Chubbuck, 2010; Gorski, 2017). Moreover, studies have shown the crucial role of initial teacher education in shaping preservice teachers’ teaching competence (e.g., Cochran‐Smith, 2010; Milner, 2010). However, most research regarding preservice teachers’ teaching competence and initial teacher education is conducted in Western contexts, which leaves the East, especially China, largely unexplored (for reviews, Liao et al., 2022; Liu et al., 2020).
This research aims to bridge the gap between the East and West by conducting a systematic literature review of how initial teacher education prepares preservice teachers to engage with equity and social justice-related issues in China. More specifically, as equity and social justice are political topics situated in different social contexts (Dyches & Boyd, 2017), we first identified those concepts' understanding in Chinese scholarship. Secondly, we intended to grasp an overview of the empirical research trend of educational equity in teacher education in China. In other words, rather than following a specific theoretical framework to analyze selected empirical research articles, we want to know the research foci, design and findings of equity-related issues in teacher education studies in China. Therefore, the research questions that drive this study are as follows:
1) what is the understanding of equity and social justice in teacher education in the Chinese scholarship?
2) how does initial teacher education prepare preservice teachers to engage with equity-related issues in China?
The objectives of this research lie in two aspects. First, it aims to recommend research gaps for future teacher education studies in China. Second, it is expected to provide implications for education policymakers and teacher training programs.
Methodology, Methods, Research Instruments or Sources UsedWe followed the Preferred Reporting Items for Systematic Review and Meta-analyses (PRISMA) guidelines and located articles published in both Chinese and English in peer-reviewed journals from multiple rounds of database screening. Particularly, we searched five databases (i.e., China National Knowledge Infrastructure, Wanfang Data, Eric-Ovid, Web of Science and Scopus) in December 2023 using three main criteria: 1) included keywords such as “equity”, “initial teacher education”, “preservice teachers” and “China” in the title, abstract and/or keywords; 2)empirical studies published in Chinese and English in peer-reviewed journals; 3) a focus on the preparation of preservice teachers in initial teacher education. It should be noted that articles concentrating on Hongkong, Macau and Taiwan are excluded in this review study as mainland China is our main research context.
By applying search terms such as “equity” and “preservice teachers” in the 5 databases, it yielded a total of 2377 articles. In the first round of selection, we removed duplicates and applied criteria such as peer-reviewed journals for English publications and core journal articles for Chinese publications (Liu et al., 2020). It narrowed the pool to 927 articles. Then, in the following round of screening, we used other inclusion criteria like empirical research and research context, and we obtained 258 articles. In the last round of selection, we screened those articles by the criterion of preparation of preservice teachers in initial teacher education, which led to a final selection of 22 articles.
To synthesize the evidence base, we adopted the thematic analysis approach with a combination of inductive and deductive methods. Specifically, we inductively analyzed the 22 articles and generated four themes according to their focused equity issues: socioeconomic issues, ethnic issues, disability issues and diversity in general. Then, we deductively grouped those articles into the four themes and identified other sub-categories in each theme: 1) implementing tailored teacher training programs for socioeconomic issues; 2) incorporating multicultural education for ethnic issues; 3) exploring preservice teachers’ understanding of and attitudes towards inclusive education for disability issues; 4) nurturing preservice teachers’ awareness and beliefs for all students. When articles were difficult to be grouped solely into one category, we sought to categorize them based on the most predominant theme (Morrison et al., 2008).
Conclusions, Expected Outcomes or FindingsIn this study, we aimed to contribute to the global research equilibrium of preservice teachers’ teaching competence and initial teacher education by focusing on one of the inadequately studied contexts—China. To gain a better understanding of equity and initial teacher education in Chinese scholarship, we conducted a systematic literature review of how initial teacher education prepares preservice teachers to engage with equity-related issues. Yet, the data analysis is still ongoing and we will provide the complete results in the ECER presentation. The expected findings from this research are shown as follows: 1) the complex characteristics of equity and social justice in the educational and sociopolitical system of China; 2) the various developmental status of different equity-related issues in China; 3) different measures and solutions in teacher education to deal with equity-related issues in education and society. Our research is expected to identify research gaps for future studies investigating education equity from the perspective of teacher education in China. It can provide implications for educational policies and teacher training programs.
ReferencesBlömeke, S., Gustafsson, J., & Shavelson, R. J. (2015). Beyond dichotomies. Zeitschrift Fur Psychologie-journal of Psychology, 223(1), 3–13. https://doi.org/10.1027/2151-2604/a000194
Chubbuck, S. M. (2010). Individual and structural orientations in socially just teaching: conceptualization, implementation, and collaborative effort. Journal of Teacher Education, 61(3), 197–210. https://doi.org/10.1177/0022487109359777
Cochran‐Smith, M. (2010). Toward a theory of teacher education for social justice. In Springer eBooks (pp. 445–467). https://doi.org/10.1007/978-90-481-2660-6_27
Cochran‐Smith, M., Ell, F., Grudnoff, L., Haigh, M., Hill, M., & Ludlow, L. H. (2016). Initial teacher education: What does it take to put equity at the center? Teaching and Teacher Education, 57, 67–78. https://doi.org/10.1016/j.tate.2016.03.006
Dyches, J., & Boyd, A. S. (2017). Foregrounding Equity in Teacher Education: Toward a model of Social Justice Pedagogical and content knowledge. Journal of Teacher Education, 68(5), 476–490. https://doi.org/10.1177/0022487117705097
Gorski, P. C. (2017). Reaching and teaching students in poverty: Strategies for Erasing the Opportunity Gap, Second Edition. Teachers College Press.
Liao, W., Wang, C., Zhou, J., Cui, Z., Sun, X., Bo, Y., Xu, M., & Qian, D. (2022). Effects of equity-oriented teacher education on preservice teachers: A systematic review. Teaching and Teacher Education, 119, 103844. https://doi.org/10.1016/j.tate.2022.103844
Liu, L., Colak, F. Z., & Ağırdağ, O. (2020). Characteristics, issues, and future directions in Chinese multicultural education: a review of selected research 2000–2018. Asia Pacific Education Review, 21(2), 279–294. https://doi.org/10.1007/s12564-020-09624-2
Milner, I. H. R. (2010). What does teacher education have to do with teaching? Implications for diversity studies. Journal of Teacher Education, 61(1–2), 118–131. https://doi.org/10.1177/0022487109347670
Morrison, K. A., Robbins, H., & Rose, D. G. (2008). Operationalizing Culturally Relevant Pedagogy: A Synthesis of Classroom-Based Research. Equity & Excellence in Education, 41(4), 433–452. https://doi.org/10.1080/10665680802400006
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