Kooperativer Bibliotheksverbund

UID:

Format: 1 Online-Ressource (viii, 509 Seiten).

ISBN: 978-3-031-25584-7

Note: Open Access

Additional Edition: Erscheint auch als Druck-Ausgabe, Hardcover ISBN 978-3-031-25583-0

Additional Edition: Erscheint auch als Druck-Ausgabe, Paperback ISBN 978-3-031-25586-1

Language: English

Keywords: Randgruppe ; Schüler ; Lehrer ; Fremdkultur

DOI: 10.1007/978-3-031-25584-7

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

UID:

Format: 1 Online-Ressource (viii, 509 Seiten).

ISBN: 978-3-031-25584-7

Note: Open Access

Additional Edition: Erscheint auch als Druck-Ausgabe, Hardcover ISBN 978-3-031-25583-0

Additional Edition: Erscheint auch als Druck-Ausgabe, Paperback ISBN 978-3-031-25586-1

Language: English

Keywords: Randgruppe ; Schüler ; Lehrer ; Fremdkultur

DOI: 10.1007/978-3-031-25584-7

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

UID:

Format: 1 Online-Ressource (viii, 509 Seiten)

ISBN: 9783031255847

Note: Open Access

Additional Edition: Erscheint auch als Druck-Ausgabe, Hardcover ISBN 978-3-031-25583-0

Additional Edition: Erscheint auch als Druck-Ausgabe, Paperback ISBN 978-3-031-25586-1

Language: English

Keywords: Randgruppe ; Schüler ; Lehrer ; Fremdkultur

DOI: 10.1007/978-3-031-25584-7

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

UID:

Format: 1 Online-Ressource (509 p.)

ISBN: 9783031255847 , 9783031255830

Content: This open access book offers in depth knowledge on the challenges and opportunities offered by the inclusion of minority teachers in mainstream educational settings from an international perspective. It aims to be a unique and important contribution for scholars, policy-makers, and practitioners considering the complexities brought about by global trends into national/local educational systems and settings. It will also serve to guide future research, policy, and practice in this important field of inquiry. The work will contribute answers to questions such as: How do immigrant/minority teachers experience their work in mainstream educational settings?; How do mainstream shareholders experience the inclusion of immigrant/minority teachers in mainstream educational settings?; What is the effect of the successful (and/or unsuccessful) integration of minority teachers and teacher educators into mainstream education settings?

Note: English

Language: Undetermined

URL: kostenfrei

UID:

Format: 1 online resource (299 pages)

ISBN: 9781793635112

Content: In this edited collection on Jewish and Arab childhood in Israel, contributors illuminate the experiences of the individual child with family and community, the formal education system, and informal leisure culture, and they explore representations of childhood and its perceptions in literature and culture.

Note: Description based on publisher supplied metadata and other sources

Additional Edition: ISBN 9781793635105

Additional Edition: Erscheint auch als Druck-Ausgabe Jewish and Arab childhood in Israel Lanham : Lexington Books, 2021 ISBN 9781793635105

Language: English

Keywords: Israel ; Kind ; Judentum ; Palästinenser ; Palästinenserin ; Aufsatzsammlung

URL: lizenzpflichtig

UID:

Format: VIII, 509 p. 1 illus. , online resource.

Edition: 1st ed. 2023.

ISBN: 9783031255847

Content: This open access book offers in depth knowledge on the challenges and opportunities offered by the inclusion of minority teachers in mainstream educational settings from an international perspective. It aims to be a unique and important contribution for scholars, policy-makers, and practitioners considering the complexities brought about by global trends into national/local educational systems and settings. It will also serve to guide future research, policy, and practice in this important field of inquiry. The work will contribute answers to questions such as: How do immigrant/minority teachers experience their work in mainstream educational settings?; How do mainstream shareholders experience the inclusion of immigrant/minority teachers in mainstream educational settings?; What is the effect of the successful (and/or unsuccessful) integration of minority teachers and teacher educators into mainstream education settings?.

Note: Part 1: Immigrant and immigrant-origin teachers -- 1. Immigrant teachers' perceptions toward multilingualism at school: potentials, limitations and implications -- 2. Israel: Ethiopian-origin teachers in their first year of work -- 3. The Netherlands: Comparative looks on Chines and Polish immigrant-background teachers -- 4. Israel: Comparative study of Ethiopian and Russian origin teachers in Israeli schools -- 5. Switzerland: Diversity in the classroom, uniformity in the faculty -- 6. Germany: Inclusive school development by immigrant teachers -- 7. USA: Transitional international students from China as minority teachers -- Part 2: Trajectories and identities of migrant teacher educators -- 8. Indian-Asian migrant teacher educator in USA: navigating the foreignness American curriculum -- 9. From Korea to USA: a self- study on professional trajectory of minority EFL teacher educator -- 10. Understanding cultural influences on minority teacher educators' pedagogical choices, agency and identity -- 11. USA: being foreign teacher educator of color in "white" university -- 12. The growth of minority teacher educator: supervision of pre-service teachers' field experiences -- Part 3: Ethnic minority teachers as unrepresented groups -- 13. Turkey: Kurdish Teachers in Turkey within the context of history education -- 14. South Africa: Desegregated teaching, democratic citizenship education and integrating of ethnic minority teachers -- 15. South Africa: Critical discourse analyses on an under-represented ethnic minority teachers in higher education -- 16. Austria: An analysis of underrepresentation and stereotyped perceptions toward ethnic minority English teachers of color -- 17. Black-British born teacher: theoretical look on navigating oppressive white cultural attitudes in school settings -- Part 4: Ethnic minority teachers as culture mediators -- 18. New Zealand: Māory teachers as an ethnic minority in English-medium schools -- 19. China: Minority teachers as a change agent in a changing educational world -- 20. Germany: Networks of ethnic minority teachers and their role in developing multicultural schools- the case study -- 21. Finnish and Swedish schools: Muslim teachers as cultural brokers -- 22. Israel: Palestinian-Israeli teachers' identity as a culture mediator and their motives to teach in Jewish schools -- 23. A critical auto-ethnography of a Latina teacher in USA: Ethnic, cultural and academic teacher identity negotiations and the intersections between them. .

In: Springer Nature eBook

Additional Edition: Printed edition: ISBN 9783031255830

Additional Edition: Printed edition: ISBN 9783031255854

Additional Edition: Printed edition: ISBN 9783031255861

Language: English

DOI: 10.1007/978-3-031-25584-7

URL: https://doi.org/10.1007/978-3-031-25584-7

UID:

Format: 1 online resource (499 pages)

Edition: 1st ed.

ISBN: 9783031255847

Note: Intro -- Contents -- Chapter 1: Introduction -- Part I: Immigrant and Immigrant Origin Teachers as Unrepresented Groups -- Part II: Indigenous Teachers as Minorities in Multilingual and Bilingual Schools -- Part III: Journeys and Identities of International Minority Teacher Educators -- Part IV: Ethnic Minority Teachers as Cultural Mediators -- References -- Part I: Immigrant and Immigrant Origin Teachers as Unrepresented Groups -- Chapter 2: Ethiopian Origin Teachers in Israel: Prejudices, Pedagogical Expectations and the Pygmalion Effect in the Shadow of the COVID-19 -- Introduction -- Ethiopian Origin Teachers in Israel -- Challenges in Integrating Ethiopian Origin Teachers in Israeli Schools -- Methodology -- Sample and Sampling -- Research Process -- The Data Analysis -- Findings and Discussion -- Conclusions and Implications -- References -- Chapter 3: Belonging and Otherness: Teachers of Ethiopian and Russian Origins in Israeli Schools -- Introduction -- Integration of Minorities into the Workplace -- Social Fields -- Israel as an Immigrant Society -- Immigration from the Former Soviet Union (FSU) and from Ethiopia -- FSU Teachers in Israel -- Teachers of Ethiopian Origin (EO) -- Discriminatory Practices Toward FSU and EO Israeli Citizens -- Sense of Belonging/Otherness -- Methodology -- Population -- Research Findings -- Open-Ended Question Analysis: When Do You Feel That You Belong? -- Open-Ended Question Analysis: When Do You Feel Otherness? -- Discussion -- Conclusions and Implications -- References -- Chapter 4: Switzerland: Diversity in the Classroom, Uniformity in the Faculty -- Diversity and Uniformity - The Swiss Case -- Who? Otherness and Othering -- From Diverse Schools to Universities: Choice or Restriction? -- At University: One of Us? -- Into and on the Job: What to Expect? -- Conclusions and Implication -- References. , Chapter 5: Sweden and Germany: Top-Down and Bottom-Up Policy Making in the Re-professionalization of International Teachers -- Introduction -- Teachers with an Immigrant Background and Their Access to Educational Market -- Research Design and Methodology -- Findings and Discussion -- Official Language Requirements -- Monolingualism as a Norm -- Multilingualism as a Resource -- For the Work at School -- On a Social Level -- In Class -- Conclusions and Implications -- References -- Chapter 6: "After Building Relationships, Language Is No Longer a Barrier": Two Bilingual Mathematics Teachers' Growth Through Student Teaching Experiences -- Introduction -- Theoretical Perspectives -- Context and Methods -- Research Findings -- MJ's Story -- The Beginning Phase -- The Middle Phase -- The Ending Phase -- Ana's Story -- The Beginning Phase -- The Middle Phase -- The Ending Phase -- Discussion, Conclusions and Implications -- References -- Chapter 7: "Crossing the River by Feeling the Stones": Understanding Chinese Minority Teachers' Transnational and Transitional Experiences -- Introduction -- Literature Review and Research Objective -- Challenges of Teaching in Transnational Contexts -- Context of Research -- Methodology -- Data Analysis -- Participants -- Findings and Discussion -- New Life in the U.S. -- Challenges Encountered at Schools -- Conclusions and Implications -- References -- Chapter 8: Research on Minority Teachers in Germany: Developments, Focal Points and Current Trends from the Perspective of Intercultural Education -- Introduction -- Precursor and Pioneer Studies on Minority (Pre-service) Teachers in German-Speaking Countries (Up to 2013) -- Recent Studies on Minority (Pre-service) Teachers in German-Speaking Countries -- Conclusions and Implications -- References. , Chapter 9: Teachers with Migration Background in German Discourse: Insights into Research on Education, Professional Integration and Self-Perception -- Introduction -- Minority Teachers in Germany: Objectives and Context of the Research -- Methodology -- Results and Discussion -- Ascriptions and (Self-)Perception of Minority Teachers' Role in Education -- Minority Teachers' Importance for Students' and Students' Own Perspectives -- Professional Integration and Teacher Education -- Conclusion and New Research Areas -- References -- Chapter 10: Germany: Professional Networks of Minority Teachers and Their Role in Developing Multicultural Schools -- Introduction -- Research Objective -- Context of Research -- Research Question and Assumptions -- Methodology -- Sample -- Material and Analysis -- Findings -- Group Discussion 1 -- Superficial Characteristics of the Discussion -- Thematic Course of the Discussion -- Group Discussion 2 -- Superficial Characteristics of the Discussion -- Thematic Course of the Discussion -- Comparison of the Two Discussions -- Discussion -- Conclusions and Implications -- References -- Part II: Migrant and Indigenous Teachers as Minorities in Bilingual and Multilingual Schools -- Chapter 11: "Welcome to the Club": Palestinian-Israeli Teachers in Bilingual Integrated and in Hebrew Speaking Schools -- Introduction -- Israel and the Israeli School System -- Palestinian Israeli Teachers in Hebrew Speaking and in Bilingual Integrated Schools -- Teacher Self-efficacy & -- Effectiveness -- Method -- Findings -- Job Satisfaction -- Professional Self-efficacy -- Political Positioning -- Political Tension/War -- Discussion -- Conclusions and Implications -- References -- Chapter 12: Independent Schools in South Africa: Acculturation of Zimbabwean Immigrant Teachers -- Introduction -- Aims of the Research -- Context of Research. , Language -- Immersion -- Assimilation -- Integration -- Educational Leadership Approaches Aligned to Acculturation and Integration -- Cultural Leadership -- Moral/Ethical Leadership -- Dialogical Leadership -- Curriculum Leadership -- Research Design and Methodology -- Sampling and Site Selection -- Data Collection Methods -- Data Analysis -- Findings and Discussion -- Culturally Competitive Schools and Culturally Competitive Leadership -- Institutionalised Dimension -- Personal Dimension -- Instructional Dimension -- Conclusions and Implications -- References -- Chapter 13: Netherlands: Teachers' Perspectives and Practices in Chinese and Polish Language and Culture Teaching -- Introduction -- Languages, Cultures, Policies and Practices -- Languages and Cultures -- Policies from Above and from Below -- Teachers' Curriculum Practices -- Method and Context -- Canonical Texts in Heritage Language and Culture Teaching -- 'The Song of a Little Brook' in the Chinese School -- 'The Polish Child's Catechism' in the Polish School -- Discussion and Conclusions -- References -- Chapter 14: Convergences and Divergences in Career Paths: Recruiting Foreign Teachers in Binational Schools in Argentina -- Introduction -- Where to Work: Binational Schools and Foreign Teachers -- Methodology -- Findings and Discussion -- The Working Scenarios and Conditions from the Teachers' Perspective -- Career Paths for Foreign Teachers in Binational Schools -- Landing Into the Unknown -- Building Bridges Through Foreign Teachers -- Conclusions and Implication -- References -- Chapter 15: Argentina: Minority Indigenous Teachers of Bilingual Intercultural Education -- Introduction -- Research Objective -- Context of Research -- Methodology -- Results and Discussion -- Monolingual Teachers for Bilingual Intercultural Education? -- Minority Language, from School Subject to Object?. , Indigenous Languages Versus the School? -- Conclusions and Implications -- References -- Part III: Journeys and Identities of International Minority Teacher Educators -- Chapter 16: The Growth of Minority Supervisors: Supervision of Pre-service Teachers' Field Experiences -- Introduction -- Research Objectives -- Theoretical Frameworks -- Michel Foucault -- Pierre Bourdieu -- Bruno Latour -- Context of Research -- Pre-service Teacher, Field Experience, and Supervisor -- Triadic Relationship -- Field Experience and Course Work -- Muted Voice of Minority Supervisor -- Methodology -- Position of the Researcher -- Results and Discussion -- Different Expectations on Students' Performance -- Scenario One-Embodied Aspects of Teaching -- Scenario Two-Student's Engagement -- Creating a Field for Symbolic Interaction -- Growth as Both Instructor and Supervisor -- Conclusions and Implications -- References -- Chapter 17: Foster Child of the Family: An Autoethnography of an International Minority Teacher Educator in a U.S. University -- Introduction and Objective -- Theoretical Framework -- Critical Race Theory -- Intersectionality -- Asian Critical Theory -- Methodology -- Findings and Discussion -- Teaching -- Research and Service -- Epilogue -- References -- Chapter 18: Pedagogical Challenges of Immigrant Minority Teacher Educators: A Collaborative Autoethnography Study -- Introduction -- Literature Review -- Complexities of Becoming Teacher Educators -- Complexities and Challenges of Becoming MTEs -- Tensions and Challenges of MTEs' Pedagogical Practices -- MTEs' Pedagogical Transformation -- Theoretical Framework -- Methodology -- Context and Participants -- Data Collection -- Data Analysis -- Findings -- Language Dimension -- Cultural Dimension -- Sociopolitical Dimension -- Discussion, Conclusions and Implications -- Conclusions and Implications. , Appendices.

Additional Edition: Print version: Gutman, Mary To Be a Minority Teacher in a Foreign Culture Cham : Springer International Publishing AG,c2023 ISBN 9783031255830

Language: English

Keywords: Electronic books.

URL: Click to View

UID:

Format: 1 online resource (viii, 509 pages) : , illustrations

ISBN: 9783031255847 , 3031255844

Content: This open access book offers in depth knowledge on the challenges and opportunities offered by the inclusion of minority teachers in mainstream educational settings from an international perspective. It aims to be a unique and important contribution for scholars, policy-makers, and practitioners considering the complexities brought about by global trends into national/local educational systems and settings. It will also serve to guide future research, policy, and practice in this important field of inquiry. The work will contribute answers to questions such as: How do immigrant/minority teachers experience their work in mainstream educational settings?; How do mainstream shareholders experience the inclusion of immigrant/minority teachers in mainstream educational settings?; What is the effect of the successful (and/or unsuccessful) integration of minority teachers and teacher educators into mainstream education settings?.

Note: Part 1: Immigrant and immigrant-origin teachers -- 1. Immigrant teachers' perceptions toward multilingualism at school: potentials, limitations and implications -- 2. Israel: Ethiopian-origin teachers in their first year of work -- 3. The Netherlands: Comparative looks on Chines and Polish immigrant-background teachers -- 4. Israel: Comparative study of Ethiopian and Russian origin teachers in Israeli schools -- 5. Switzerland: Diversity in the classroom, uniformity in the faculty -- 6. Germany: Inclusive school development by immigrant teachers -- 7. USA: Transitional international students from China as minority teachers -- Part 2: Trajectories and identities of migrant teacher educators -- 8. Indian-Asian migrant teacher educator in USA: navigating the foreignness American curriculum -- 9. From Korea to USA: a self- study on professional trajectory of minority EFL teacher educator -- 10. Understanding cultural influences on minority teacher educators' pedagogical choices, agency and identity -- 11. USA: being foreign teacher educator of color in "white" university -- 12. The growth of minority teacher educator: supervision of pre-service teachers' field experiences -- Part 3: Ethnic minority teachers as unrepresented groups -- 13. Turkey: Kurdish Teachers in Turkey within the context of history education -- 14. South Africa: Desegregated teaching, democratic citizenship education and integrating of ethnic minority teachers -- 15. South Africa: Critical discourse analyses on an under-represented ethnic minority teachers in higher education -- 16. Austria: An analysis of underrepresentation and stereotyped perceptions toward ethnic minority English teachers of color -- 17. Black-British born teacher: theoretical look on navigating oppressive white cultural attitudes in school settings -- Part 4: Ethnic minority teachers as culture mediators -- 18. New Zealand: Māory teachers as an ethnic minority in English-medium schools -- 19. China: Minority teachers as a change agent in a changing educational world -- 20. Germany: Networks of ethnic minority teachers and their role in developing multicultural schools- the case study -- 21. Finnish and Swedish schools: Muslim teachers as cultural brokers -- 22. Israel: Palestinian-Israeli teachers' identity as a culture mediator and their motives to teach in Jewish schools -- 23. A critical auto-ethnography of a Latina teacher in USA: Ethnic, cultural and academic teacher identity negotiations and the intersections between them.

Language: English

Keywords: Electronic books.

DOI: 10.1007/978-3-031-25584-7

URL: SpringerLink

URL: Click here to view book

UID:

Format: 1 Online-Ressource (viii, 509 Seiten).

ISBN: 978-3-031-25584-7

Note: Open Access

Additional Edition: Erscheint auch als Druck-Ausgabe, Hardcover ISBN 978-3-031-25583-0

Additional Edition: Erscheint auch als Druck-Ausgabe, Paperback ISBN 978-3-031-25586-1

Language: English

Keywords: Randgruppe ; Schüler ; Lehrer ; Fremdkultur

DOI: 10.1007/978-3-031-25584-7

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

URL: lizenzpflichtig

UID:

Format: vii, 289 Seiten , Illustrationen

ISBN: 9781793635105

Content: "In this edited collection on Jewish and Arab childhood in Israel, contributors illuminate the experiences of the individual child with family and community, the formal education system, and informal leisure culture, and they explore representations of childhood and its perceptions in literature and culture"--

Note: Includes bibliographical references and index

Additional Edition: ISBN 9781793635112

Additional Edition: Erscheint auch als Online-Ausgabe Jewish and Arab childhood in Israel Lanham : Lexington Books, 2021 ISBN 9781793635112

Language: English

Keywords: Israel ; Kind ; Judentum ; Palästinenser ; Palästinenserin ; Aufsatzsammlung