Title: How recommended teachers perceive diverse students’ needs?
Abstract: In spite of the importance of meeting students’ needs in the classroom, teachers have a hard time doing so. This study examines how three public school teachers, who are recognized and recommended for their efforts to address needs in their curriculum in New York City, perceive diverse students’ needs. Incorporating a multiple-case-study approach., this study finds that, first, all three teachers recognized the diversity represented in their classrooms and perceived needs relatively comprehensively in spite of what could seen as a deficit view and what they did not mention. Their focus on certain aspects of needs was related to their characteristics and teachers’ previous experiences. Second, these three teachers had somewhat conflicting perceptions of their needs. They showed the larger sociopolitical consciousness but it was limited. This study has implications for teachers in Korea. It reminds us that teachers to recognize students’ comprehensive needs, especially their cultural needs. It is hard for teachers to understand their students completely because most teachers’ lives are quite different from their ones. Thus, teacher educators have to make more efforts to help future and current teachers examine their assumptions and more deeply understand the implication of cultural competence and sociopolitical consciousness in addressing the needs of diverse learners.
Publication Year: 2011
Publication Date: 2011-06-01
Language: en
Type: article
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