To Be a Minority Teacher in a Foreign Culture : : Empirical Evidence from an International Perspective.
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Place / Publishing House: | Cham : : Springer International Publishing AG,, 2023. ©2023. |
Year of Publication: | 2023 |
Edition: | 1st ed. |
Language: | English |
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Gutman, Mary. To Be a Minority Teacher in a Foreign Culture : Empirical Evidence from an International Perspective. 1st ed. Cham : Springer International Publishing AG, 2023. ©2023. 1 online resource (499 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier 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. Description based on publisher supplied metadata and other sources. Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. Electronic books. Jayusi, Wurud. Beck, Michael. Bekerman, Zvi. Print version: Gutman, Mary To Be a Minority Teacher in a Foreign Culture Cham : Springer International Publishing AG,c2023 9783031255830 ProQuest (Firm) https://ebookcentral.proquest.com/lib/oeawat/detail.action?docID=7241386 Click to View |
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format |
eBook |
author |
Gutman, Mary. |
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Gutman, Mary. To Be a Minority Teacher in a Foreign Culture : Empirical Evidence from an International Perspective. 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. |
author_facet |
Gutman, Mary. Jayusi, Wurud. Beck, Michael. Bekerman, Zvi. |
author_variant |
m g mg |
author2 |
Jayusi, Wurud. Beck, Michael. Bekerman, Zvi. |
author2_variant |
w j wj m b mb z b zb |
author2_role |
TeilnehmendeR TeilnehmendeR TeilnehmendeR |
author_sort |
Gutman, Mary. |
title |
To Be a Minority Teacher in a Foreign Culture : Empirical Evidence from an International Perspective. |
title_sub |
Empirical Evidence from an International Perspective. |
title_full |
To Be a Minority Teacher in a Foreign Culture : Empirical Evidence from an International Perspective. |
title_fullStr |
To Be a Minority Teacher in a Foreign Culture : Empirical Evidence from an International Perspective. |
title_full_unstemmed |
To Be a Minority Teacher in a Foreign Culture : Empirical Evidence from an International Perspective. |
title_auth |
To Be a Minority Teacher in a Foreign Culture : Empirical Evidence from an International Perspective. |
title_new |
To Be a Minority Teacher in a Foreign Culture : |
title_sort |
to be a minority teacher in a foreign culture : empirical evidence from an international perspective. |
publisher |
Springer International Publishing AG, |
publishDate |
2023 |
physical |
1 online resource (499 pages) |
edition |
1st ed. |
contents |
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. |
isbn |
9783031255847 9783031255830 |
callnumber-first |
L - Education |
callnumber-subject |
LC - Social Aspects of Education |
callnumber-label |
LC189-214 |
callnumber-sort |
LC 3189 3214.53 |
genre |
Electronic books. |
genre_facet |
Electronic books. |
url |
https://ebookcentral.proquest.com/lib/oeawat/detail.action?docID=7241386 |
illustrated |
Not Illustrated |
oclc_num |
1378165224 |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>12210nam a22004693i 4500</leader><controlfield tag="001">5007241386</controlfield><controlfield tag="003">MiAaPQ</controlfield><controlfield tag="005">20240229073848.0</controlfield><controlfield tag="006">m o d | </controlfield><controlfield tag="007">cr cnu||||||||</controlfield><controlfield tag="008">240229s2023 xx o ||||0 eng d</controlfield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9783031255847</subfield><subfield code="q">(electronic bk.)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">9783031255830</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(MiAaPQ)5007241386</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(Au-PeEL)EBL7241386</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)1378165224</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">MiAaPQ</subfield><subfield code="b">eng</subfield><subfield code="e">rda</subfield><subfield code="e">pn</subfield><subfield code="c">MiAaPQ</subfield><subfield code="d">MiAaPQ</subfield></datafield><datafield tag="050" ind1=" " ind2="4"><subfield code="a">LC189-214.53</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Gutman, Mary.</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">To Be a Minority Teacher in a Foreign Culture :</subfield><subfield code="b">Empirical Evidence from an International Perspective.</subfield></datafield><datafield tag="250" ind1=" " ind2=" "><subfield code="a">1st ed.</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Cham :</subfield><subfield code="b">Springer International Publishing AG,</subfield><subfield code="c">2023.</subfield></datafield><datafield tag="264" ind1=" " ind2="4"><subfield code="c">©2023.</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource (499 pages)</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">computer</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">online resource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">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.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">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.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">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 &amp -- 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.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">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?.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">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.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Appendices.</subfield></datafield><datafield tag="588" ind1=" " ind2=" "><subfield code="a">Description based on publisher supplied metadata and other sources.</subfield></datafield><datafield tag="590" ind1=" " ind2=" "><subfield code="a">Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. </subfield></datafield><datafield tag="655" ind1=" " ind2="4"><subfield code="a">Electronic books.</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Jayusi, Wurud.</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Beck, Michael.</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Bekerman, Zvi.</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Print version:</subfield><subfield code="a">Gutman, Mary</subfield><subfield code="t">To Be a Minority Teacher in a Foreign Culture</subfield><subfield code="d">Cham : Springer International Publishing AG,c2023</subfield><subfield code="z">9783031255830</subfield></datafield><datafield tag="797" ind1="2" ind2=" "><subfield code="a">ProQuest (Firm)</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://ebookcentral.proquest.com/lib/oeawat/detail.action?docID=7241386</subfield><subfield code="z">Click to View</subfield></datafield></record></collection> |