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Should teachers be colorblind? : Effects of multicultural and colorblind beliefs on teachers‘ professional competence

Should teachers be colorblind? : Effects of multicultural and colorblind beliefs on teachers‘ professional competence

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HACHFELD, Axinja, Adam HAHN, Yvonne ANDERS, Sascha SCHROEDER, 2013. Should teachers be colorblind? : Effects of multicultural and colorblind beliefs on teachers‘ professional competence. American Educational Research Association - 2013 Annual Meeting. San Francisco, CA, USA, 27. Apr 2013 - 1. Mai 2013. In: Education and Poverty: Theory, Research, Policy and Praxis. American Educational Research Association - 2013 Annual Meeting. San Francisco, CA, USA, 27. Apr 2013 - 1. Mai 2013

@inproceedings{Hachfeld2013Shoul-39137, title={Should teachers be colorblind? : Effects of multicultural and colorblind beliefs on teachers‘ professional competence}, year={2013}, booktitle={Education and Poverty: Theory, Research, Policy and Praxis}, author={Hachfeld, Axinja and Hahn, Adam and Anders, Yvonne and Schroeder, Sascha} }

<rdf:RDF xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" xmlns:bibo="http://purl.org/ontology/bibo/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:dcterms="http://purl.org/dc/terms/" xmlns:xsd="http://www.w3.org/2001/XMLSchema#" > <rdf:Description rdf:about="https://kops.uni-konstanz.de/rdf/resource/123456789/39137"> <dcterms:title>Should teachers be colorblind? : Effects of multicultural and colorblind beliefs on teachers‘ professional competence</dcterms:title> <dc:contributor>Hahn, Adam</dc:contributor> <dcterms:available rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2017-06-07T06:34:13Z</dcterms:available> <dc:date rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2017-06-07T06:34:13Z</dc:date> <dc:creator>Hachfeld, Axinja</dc:creator> <dcterms:issued>2013</dcterms:issued> <dc:creator>Schroeder, Sascha</dc:creator> <dc:contributor>Schroeder, Sascha</dc:contributor> <dc:language>eng</dc:language> <dcterms:abstract xml:lang="eng">Recently, there has been ongoing debate about how to best deal with cultural diversity in schools. The present study uses the framework of professional competence to investigate the relationship between two cultural beliefs, multiculturalism and colorblindness, and different aspects of professional competences for teaching minority students. Results from path model analyses with N = 433 pre-service teachers showed that participants with multicultural beliefs reported more self-efficacy and enthusiasm for teaching, more integrative career motives, less stereotypes, and a willingness to adapt teaching to minority students’ needs, whereas colorblind beliefs were only and negatively related to a willingness to adapt teaching to minority students’ needs. Findings suggest that multiculturalism is more beneficial strategy for teaching in culturally diverse settings than colorblindness.</dcterms:abstract> <bibo:uri rdf:resource="https://kops.uni-konstanz.de/handle/123456789/39137"/> <dc:contributor>Anders, Yvonne</dc:contributor> <dc:creator>Hahn, Adam</dc:creator> <dc:creator>Anders, Yvonne</dc:creator> <dc:contributor>Hachfeld, Axinja</dc:contributor> </rdf:Description> </rdf:RDF>

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