{"id":26326,"date":"2019-10-24T09:49:08","date_gmt":"2019-10-24T08:49:08","guid":{"rendered":"http:\/\/blogs.ua.pt\/cidtff\/?p=26326"},"modified":"2019-10-24T09:49:08","modified_gmt":"2019-10-24T08:49:08","slug":"artigo-professional-development-for-cultural-diversity-the-challenges-of-teacher-learning-in-context","status":"publish","type":"post","link":"https:\/\/cidtff.web.ua.pt\/blog\/?p=26326","title":{"rendered":"Artigo | Professional development for cultural diversity: the challenges of teacher learning in context"},"content":{"rendered":"\n
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Nikolett Szelei, Lu\u00eds Tinoca & Ana Sofia Pinho (CIDTFF) | <\/strong>Professional Development in Education<\/strong><\/em>, pp. 1 -17<\/strong><\/p>\n\n\n\n

Abstract:<\/strong><\/p>\n\n\n\n

\u201cThis\narticle describes context-based professional development (PD) for cultural\ndiversity in a Portuguese school cluster, and discusses how it supports change\nfor justice and equity. Teachers felt the importance of PD and showed\nwillingness and interest to learn. Several teacher learning opportunities were\nmapped out such as formal workshops, starting small collaborations and\nteachers\u2019 self-directed informal learning activities. Yet, a rather fragmented\ncharacter of PD seemed to emerge in terms of content on cultural diversity and\nforms of learning. Conflicting agendas, scattered teacher collaboration and\ncommitment, and little student and community involvement in planned PD were\nfound. Furthermore, there seemed to be tensions between current PD and\nteachers\u2019 needs and circumstances; teachers wished for more specific\ninformation and pedagogical solutions, more collaboration and more\norganisational support in PD. Applying a critical multicultural perspective, it\nis discussed that although the current constellation of PD is a potential\nstart, it might still contribute to teachers\u2019 conceptual confusion and\npedagogical insecurities on the field of cultural diversity. It is suggested\nthat criticality towards PD frames is needed to re-centre cultural diversity on\nthe premises of justice, as well as teacher support, and conscious learning\nwith and from students, families and communities.\u201d<\/p>\n\n\n\n

ver mais<\/a><\/p>\n\n\n\n

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Refer\u00eancia:
\n<\/strong>Szelei, N., Tinoca, L., & Pinho, A. S.\n(2019). Professional development for cultural diversity: the challenges of teacher\nlearning in context. In Professional\nDevelopment in Education<\/em>, pp.1-17 DOI: 10.1080\/19415257.2019.1642233.\nRetrieved from\nhttps:\/\/www.tandfonline.com\/doi\/full\/10.1080\/19415257.2019.1642233<\/p>\n","protected":false},"excerpt":{"rendered":"

Nikolett Szelei, Lu\u00eds Tinoca & Ana Sofia Pinho (CIDTFF) | Professional Development in Education, pp. 1 -17 Abstract: \u201cThis article describes context-based professional development (PD) for cultural diversity in a Portuguese school cluster, and discusses how it supports change for justice and equity. Teachers felt the importance of PD and showed willingness and interest to […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[32,14,5],"tags":[],"class_list":["post-26326","post","type-post","status-publish","format-standard","hentry","category-artigos","category-destaques","category-publicacoes"],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t