The cultural responsiveness of teacher candidates towards Roma pupils in Serbia and Slovenia - case studies
Abstract
In many countries, there is a growing need for teacher awareness and sensitivity to cultural differences, what is often called culturally responsive teaching. This is why teacher education institutions are making significant efforts to require student teachers to enrol in courses that focus on understanding, tolerance and acceptance of differences in others. Determining beliefs of student teachers towards the diversity of pupils at the onset of their studies is critical for providing teacher education that more efficiently challenges implicit beliefs and biases. The main objective in this paper is therefore to determine the initial beliefs of student teachers concerning the Roma population, Europe's largest ethnic minority. Research was conducted at the Faculty of Education at the University of Ljubljana in Slovenia and the Teacher Training Faculty at the University of Belgrade in Serbia. The results of the study suggest that most student teachers are in favour of schooling Roma pupils... in regular schools; however, most of them would not like to have them in their classes. Most student teachers are aware of the discrimination against Roma pupils in schools; however, they are not ready to engage in closer interactions with Roma families. The implications of these findings for teacher education programmes are subsequently discussed.
Keywords:
student teachers / Roma pupils / inclusion / cultural responsivenessSource:
Journal of Education for Teaching, 2014, 40, 4, 359-376Publisher:
- Routledge Journals, Taylor & Francis Ltd, Abingdon
DOI: 10.1080/02607476.2014.929383
ISSN: 0260-7476
WoS: 000341879400004
Scopus: 2-s2.0-84926075813
Institution/Community
Pedagogija / PedagogyTY - JOUR AU - Pecek, Mojca AU - Macura-Milovanović, Sunčica AU - Vujisić-Živković, Nataša PY - 2014 UR - http://reff.f.bg.ac.rs/handle/123456789/1813 AB - In many countries, there is a growing need for teacher awareness and sensitivity to cultural differences, what is often called culturally responsive teaching. This is why teacher education institutions are making significant efforts to require student teachers to enrol in courses that focus on understanding, tolerance and acceptance of differences in others. Determining beliefs of student teachers towards the diversity of pupils at the onset of their studies is critical for providing teacher education that more efficiently challenges implicit beliefs and biases. The main objective in this paper is therefore to determine the initial beliefs of student teachers concerning the Roma population, Europe's largest ethnic minority. Research was conducted at the Faculty of Education at the University of Ljubljana in Slovenia and the Teacher Training Faculty at the University of Belgrade in Serbia. The results of the study suggest that most student teachers are in favour of schooling Roma pupils in regular schools; however, most of them would not like to have them in their classes. Most student teachers are aware of the discrimination against Roma pupils in schools; however, they are not ready to engage in closer interactions with Roma families. The implications of these findings for teacher education programmes are subsequently discussed. PB - Routledge Journals, Taylor & Francis Ltd, Abingdon T2 - Journal of Education for Teaching T1 - The cultural responsiveness of teacher candidates towards Roma pupils in Serbia and Slovenia - case studies EP - 376 IS - 4 SP - 359 VL - 40 DO - 10.1080/02607476.2014.929383 ER -
@article{ author = "Pecek, Mojca and Macura-Milovanović, Sunčica and Vujisić-Živković, Nataša", year = "2014", abstract = "In many countries, there is a growing need for teacher awareness and sensitivity to cultural differences, what is often called culturally responsive teaching. This is why teacher education institutions are making significant efforts to require student teachers to enrol in courses that focus on understanding, tolerance and acceptance of differences in others. Determining beliefs of student teachers towards the diversity of pupils at the onset of their studies is critical for providing teacher education that more efficiently challenges implicit beliefs and biases. The main objective in this paper is therefore to determine the initial beliefs of student teachers concerning the Roma population, Europe's largest ethnic minority. Research was conducted at the Faculty of Education at the University of Ljubljana in Slovenia and the Teacher Training Faculty at the University of Belgrade in Serbia. The results of the study suggest that most student teachers are in favour of schooling Roma pupils in regular schools; however, most of them would not like to have them in their classes. Most student teachers are aware of the discrimination against Roma pupils in schools; however, they are not ready to engage in closer interactions with Roma families. The implications of these findings for teacher education programmes are subsequently discussed.", publisher = "Routledge Journals, Taylor & Francis Ltd, Abingdon", journal = "Journal of Education for Teaching", title = "The cultural responsiveness of teacher candidates towards Roma pupils in Serbia and Slovenia - case studies", pages = "376-359", number = "4", volume = "40", doi = "10.1080/02607476.2014.929383" }
Pecek, M., Macura-Milovanović, S.,& Vujisić-Živković, N.. (2014). The cultural responsiveness of teacher candidates towards Roma pupils in Serbia and Slovenia - case studies. in Journal of Education for Teaching Routledge Journals, Taylor & Francis Ltd, Abingdon., 40(4), 359-376. https://doi.org/10.1080/02607476.2014.929383
Pecek M, Macura-Milovanović S, Vujisić-Živković N. The cultural responsiveness of teacher candidates towards Roma pupils in Serbia and Slovenia - case studies. in Journal of Education for Teaching. 2014;40(4):359-376. doi:10.1080/02607476.2014.929383 .
Pecek, Mojca, Macura-Milovanović, Sunčica, Vujisić-Živković, Nataša, "The cultural responsiveness of teacher candidates towards Roma pupils in Serbia and Slovenia - case studies" in Journal of Education for Teaching, 40, no. 4 (2014):359-376, https://doi.org/10.1080/02607476.2014.929383 . .