Culturally Responsive Teaching Article Review Assignment

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May 5, 2024

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CULTURALLY RESPONSIVE TEACHING ARTICLE REVIEW ASSIGNMENT 1 Culturally Responsive Teaching Article Review Assignment Emily A. Cook School of Education, Liberty University Author Note Emily A. Cook I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Emily A. Cook. Email: eacook1@liberty.edu
CULTURALLY RESPONSIVE TEACHING ARTICLE REVIEW ASSIGNMENT 2 Summary of Article One In "Student Teachers' Diverse Knowledge and Experiences of Religion - Implications for Culturally Responsive Teaching" by Sally Elton-Chalcraft (2020), the author explores the significance of student teachers' diverse knowledge and experiences of religion in the context of culturally responsive teaching. The article delves into how student teachers' personal backgrounds, beliefs, and encounters with religion influence their teaching practices, particularly in diverse classroom settings. Elton-Chalcraft emphasizes the importance of recognizing and understanding the religious diversity among student teachers as a crucial component of preparing them for culturally responsive teaching. She suggests that student teachers' own religious backgrounds and experiences can shape their perceptions, attitudes, and approaches to teaching about religion in schools. The author discusses various factors that influence student teachers' knowledge and experiences of religion, including their upbringing, education, and exposure to different religious traditions. She argues that acknowledging and valuing this diversity can enhance teacher preparation programs and contribute to more inclusive and effective teaching practices. Elton-Chalcraft also highlights the challenges and opportunities associated with teaching about religion in schools, such as navigating sensitive topics, addressing misconceptions, and promoting respect and understanding among students from diverse religious backgrounds. She underscores the importance of providing student teachers with opportunities for reflection, dialogue, and professional development to enhance their confidence and competence in addressing religious diversity in the classroom. Overall, the article underscores the significance of incorporating student teachers' diverse knowledge and experiences of religion into teacher preparation programs to foster culturally
CULTURALLY RESPONSIVE TEACHING ARTICLE REVIEW ASSIGNMENT 3 responsive teaching practices that promote inclusivity, respect, and understanding in diverse educational settings. Summary of Article Two In their article "Teachers’ multicultural attitudes and perspective-taking abilities as factors in culturally responsive teaching" (2020), Abacioglu, Volman, and Fischer explore the influence of teachers' multicultural attitudes and their capacity for perspective-taking on culturally responsive teaching practices. The authors delve into how these aspects shape classroom dynamics and interactions with students from diverse cultural backgrounds. The authors underscore the importance of educators' beliefs and attitudes regarding cultural diversity in creating inclusive learning environments. They argue that teachers' ability to understand and empathize with diverse perspectives is crucial for fostering a supportive atmosphere conducive to the success of all students. Abacioglu et al. discuss the concept of perspective-taking and its relevance in culturally responsive teaching, highlighting its role in recognizing and addressing the needs of culturally diverse students. Through research findings, they demonstrate a positive association between teachers' multicultural attitudes, perspective-taking skills, and the implementation of inclusive teaching methods. Furthermore, the authors explore the implications of their research for teacher education programs, advocating for training modules aimed at enhancing multicultural awareness and perspective-taking abilities. They stress the importance of providing educators with opportunities for reflection and dialogue on issues related to cultural diversity to better equip them for creating equitable and inclusive learning environments.
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