Educating Culturally Responsive Han Teachers: Case Study of a Teacher Education Program in China

Authors

  • Huanshu Yuan University of Washington-Seattle

DOI:

https://doi.org/10.18251/ijme.v20i2.1609

Keywords:

multicultural education, teacher preparation, culturally responsive pedagogy, multicultural teacher education, China

Abstract

This qualitative case study examines how a teacher education institution in China prepares culturally responsive Han teachers for diverse student populations. The purpose of this study was to explore preservice Han teachers’ perspectives of, and academic preparation in, multicultural education in order to enhance institutional quality and effectively prepare culturally responsive Han teachers for multicultural and multiethnic students in China. Four major findings revealed teacher candidates’ ambiguous perceptions of diversity; the inadequate academic preparation in teaching for diversity; disparity between academic training and teaching practice; and lack of institutional commitment to preparing teachers for diversity in China.

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Published

2018-06-30

How to Cite

Yuan, H. (2018). Educating Culturally Responsive Han Teachers: Case Study of a Teacher Education Program in China. International Journal of Multicultural Education, 20(2), 42–57. https://doi.org/10.18251/ijme.v20i2.1609

Issue

Section

Articles (Peer-reviewed)