tandfonline.com – Russell and China—100 Years of a Meaningful Intercultural Interaction
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tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Link til kilde
Intercultural
tandfonline.com – Post-Intentional Phenomenology as Ethical and Transformative Inquiry and Practice: Through Intercultural Phenomenological Dialogue
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Post-Intentional Phenomenology as Ethical and Transformative Inquiry and Practice: Through Intercultural Phenomenological Dialogue Link til kilde
tandfonline.com – Teacher professional development for improving the intercultural school: an example of a participatory course on stereotypes
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Globalisation, migration and super diversity have urged teachers to cultivate their intercultural competence so as to work more successfully in their culturally diverse schools. Previous literature argues that teacher professional development for building intercultural competence plays a pivotal role in improving the intercultural school. For teacher professional development programmes to contribute to the improvement of the intercultural school, we should pay attention to their theoretical framework, content, and format. However, there is a shortage of literature and research that engages in in-depth descriptions of specific teacher professional development courses with an intercultural orientation. In order to bridge this gap, in this paper we critically discuss on a participatory course on stereotypes that we have developed and implemented in… Continue Reading
tandfonline.com – “In this class we are so different that I can be myself!” Intercultural dialogue in a first grade upper secondary school in Norway
tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: ABSTRACT ABSTRACT Focus of this article is immigrant youth and Norwegians-born to immigrant parents in upper secondary school in Norway. The study was conducted in a first year of a general study class in upper secondary school, where 11 of 24 students were immigrants. Previous research on immigrants in school tends to show a picture of a marginalized group in Norwegian schools which is characterized by egalitarianism. The research question of the article is: What can we learn from students’ experiences with an inclusive class environment based on a case study? What contributes to their experience of a good class environment? Through observation of the class and interviews with students, we find that diversity is accepted. Pupils show mutual respect… Continue Reading