TY  - BOOK
AU  - Antony,Pavan John
AU  - Vaughn-Shavuo,Fayth
TI  - Creating Culturally Competent Teachers in Higher Education: As a Consequence of Cultural Immersion 
T2  - SpringerBriefs in Education,
SN  - 9783031206085
U1  - 370.711 23
PY  - 2022///
CY  - Cham
PB  - Springer International Publishing, Imprint: Springer
KW  - Teachers-Training of
KW  - Education, Higher
KW  - Education and state
KW  - Teaching and Teacher Education
KW  - Higher Education
KW  - Educational Policy and Politics
N1  - Culturally Diverse Communities on Long Island in the United States -- Truth, Racial Healing, and Transformation (TRHT) on college campuses -- The Tri-Fold Multicultural Model: A Cultural Immersion Approach -- Attitudinal Changes Among Teacher Candidates: The Power of the TFM Model -- Higher Education and Community Based partnerships during COVID - 19: A Case Study of the VIRTUAL P.E.A.C.E. Afterschool Program, Inc. -- Student and Teacher Candidate Experiences during the COVID-19 -- Stories of Transformation -- Voices of Student Observers and Teacher Candidates.-Voices of Current Teachers during COVID-19
N2  - This book presents evidence of a longitudinal study in teacher preparation utilizing a threefold multicultural (TFM) model of immersion. It establishes the need for culturally responsive teachers in classrooms, and outlines a proven model that can be employed to prepare them. Through the TFM model elements, pre-service teacher candidates participated in class-based, cohort fieldwork experience, and reflective journal writings and discussions. Evidence was gathered from pre- and post-questionnaires, interviews, classroom discussions, and journal writings, along with the inclusion of student voices. Pre-service teacher attitudes, beliefs, and degree of cultural responsiveness changed post-study, and candidates became more effective in the classroom, highlighting the effectiveness of the TFM model. This book is an invaluable resource for universities, under- and postgraduate students, and teachers across the globe as it provides a teacher preparation fieldwork model that helps to prepare culturally responsive teachers for children in any classroom
UR  - https://doi.org/10.1007/978-3-031-20608-5
ER  -