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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
Author(s)
Huanshu Yuan
Full-Text PDF
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DOI:10.17265/2161-6248/2017.02.003
Affiliation(s)
University of Washington-Seattle, Washington-Seattle, USA
ABSTRACT
This paper examined current
issues of educating culturally responsive teachers in the United States (U.S.) and in China.
Focusing on constructing a culturally responsive knowledge base and model for
teacher education programs, this paper summarized obstacles for developing
culturally responsive teachers, proposed multicultural approaches to establish
a culturally responsive teacher education model in multiethnic and
multicultural China, as well as presented practical implications to enhance the
knowledge construction for preparing teachers for diversity. Aiming at
stimulating reconsiderations of situating teacher education programs in
multicultural context, this paper brought culturally responsive perspectives to
empower pre- and in- service
teachers’ teaching capacities to meet needs from their students with diverse
cultural and ethnic backgrounds in China.
KEYWORDS
multicultural education, culturally responsive teaching, teacher education, multicultural education in China
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