Publikation:

Should teachers be colorblind? : How multicultural and egalitarian beliefs differentially relate to aspects of teachers' professional competence for teaching in diverse classrooms

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Datum

2015

Autor:innen

Hahn, Adam
Schroeder, Sascha
Anders, Yvonne
Kunter, Mareike

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https://doi.org/10.1016/j.tate.2015.02.001
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Teaching and Teacher Education. 2015, 48, pp. 44-55. ISSN 0742-051X. eISSN 1879-2480. Available under: doi: 10.1016/j.tate.2015.02.001

Zusammenfassung

This study uses the framework of professional competence to investigate the relationship between two cultural beliefs, multiculturalism and colorblindness, and different aspects of professional competence for teaching immigrant students. Results from path model analyses with 433 beginning teachers showed that participants with multicultural beliefs reported higher motivational orientations (self-efficacy and enthusiasm for teaching, and more integrative career motives), more positive values (lower agreement with negative stereotypes), and more reported willingness to adapt their teaching. Colorblind beliefs showed no relationships to the former constructs and were negatively related to reported willingness to adapt teaching to culturally diverse students.

Zusammenfassung in einer weiteren Sprache

Fachgebiet (DDC)
370 Erziehung, Schul- und Bildungswesen

Schlagwörter

Multiculturalism; Colorblindness; Beginning teacher; Teacher professional competence

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ISO 690HACHFELD, Axinja, Adam HAHN, Sascha SCHROEDER, Yvonne ANDERS, Mareike KUNTER, 2015. Should teachers be colorblind? : How multicultural and egalitarian beliefs differentially relate to aspects of teachers' professional competence for teaching in diverse classrooms. In: Teaching and Teacher Education. 2015, 48, pp. 44-55. ISSN 0742-051X. eISSN 1879-2480. Available under: doi: 10.1016/j.tate.2015.02.001
BibTex
@article{Hachfeld2015-05Shoul-38649,
  year={2015},
  doi={10.1016/j.tate.2015.02.001},
  title={Should teachers be colorblind? : How multicultural and egalitarian beliefs differentially relate to aspects of teachers' professional competence for teaching in diverse classrooms},
  volume={48},
  issn={0742-051X},
  journal={Teaching and Teacher Education},
  pages={44--55},
  author={Hachfeld, Axinja and Hahn, Adam and Schroeder, Sascha and Anders, Yvonne and Kunter, Mareike}
}
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