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Professional development for cultural diversity: the challenges of teacher learning in context

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dc.contributor.authorSzelei, Nikolett
dc.contributor.authorTinoca, Luís
dc.contributor.authorPinho, Ana Sofia
dc.date.accessioned2020-09-15T15:27:59Z
dc.date.available2020-09-15T15:27:59Z
dc.date.issued2019
dc.description.abstractThis 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 learn. Several teacher learning opportunities were mapped out such as formal workshops, starting small collaborations and teachers’ self-directed informal learning activities. Yet, a rather fragmented character of PD seemed to emerge in terms of content on cultural diversity and forms of learning. Conflicting agendas, scattered teacher collaboration and commitment, and little student and community involvement in planned PD were found. Furthermore, there seemed to be tensions between current PD and teachers’ needs and circumstances; teachers wished for more specific information and pedagogical solutions, more collaboration and more organisational support in PD. Applying a critical multicultural perspective, it is discussed that although the current constellation of PD is a potential start, it might still contribute to teachers’ conceptual confusion and pedagogical insecurities on the field of cultural diversity. It is suggested that criticality towards PD frames is needed to re-centre cultural diversity on the premises of justice, as well as teacher support, and conscious learning with and from students, families and communities.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationSzelei, N., Tinoca, L., & Pinho, A. S. (2019). Professional development for cultural diversity: The challenges of teacher learning in context. Professional Development in Education, 1-17. https://doi.org/10.1080/19415257.2019.1642233pt_PT
dc.identifier.doihttps://doi.org/10.1080/19415257.2019.1642233pt_PT
dc.identifier.eissn1941-5265
dc.identifier.issn1941-5257
dc.identifier.urihttp://hdl.handle.net/10451/44373
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherTaylor & Francispt_PT
dc.relationEuropean Doctorate in Teacher Educationpt_PT
dc.subjectCultural and linguistic diversitypt_PT
dc.subjectProfessional developmentpt_PT
dc.subjectCritical multiculturalismpt_PT
dc.subjectTeacher learningpt_PT
dc.titleProfessional development for cultural diversity: the challenges of teacher learning in contextpt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage17pt_PT
oaire.citation.startPage1pt_PT
oaire.citation.titleProfessional Development in Educationpt_PT
person.familyNameSzelei
person.familyNameTinoca
person.familyNamePinho
person.givenNameNikolett
person.givenNameLuís
person.givenNameAna Sofia
person.identifier1031216
person.identifier.ciencia-idC719-709F-EE08
person.identifier.ciencia-id2217-03A8-AAB1
person.identifier.ciencia-id541B-F166-B3FA
person.identifier.orcid0000-0001-9400-4851
person.identifier.orcid0000-0001-6950-3245
person.identifier.orcid0000-0002-1814-1042
person.identifier.ridP-4306-2019
person.identifier.ridD-5633-2012
person.identifier.scopus-author-id57204610144
person.identifier.scopus-author-id36993438400
person.identifier.scopus-author-id56203872800
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
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