Fostering Culturally Responsive Teaching Through the Identity Project Intervention: A Qualitative Quasi-Experiment with Pre-Service Teachers-Reference-Cited by-同舟云学术

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Fostering Culturally Responsive Teaching Through the Identity Project Intervention: A Qualitative Quasi-Experiment with Pre-Service Teachers

Published:2024-07 Issue: Volume: Page:1-24
ISSN:1528-3488
Container-title:Identity
language:en
Short-container-title:Identity

Author:

Ulbricht Jolina¹²^ORCID,Schachner Maja K.¹,Civitillo Sauro³,Juang Linda⁴

Affiliation:

1. Department of Educational Psychology, Martin-Luther-University Halle-Wittenberg, Halle, Germany

2. Department of Geography Education, Martin-Luther-University Halle-Wittenberg, Halle, Germany

3. Department of Interdisciplinary Social Science, Utrecht University, Utrecht, The Netherlands

4. Education Department, University of Potsdam, Potsdam, Germany

Funder

Jacobs Foundation

grant by the European Association of Developmental Psychology to Maja Schachner

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/15283488.2024.2361890

Reference85 articles.

1. Critical reflection as a key component in promoting pre-service teachers’ awareness of cultural diversity

2. Allport, G. W. (1954). The nature of prejudice. Addison-Wesley.

3. Self-efficacy: Toward a unifying theory of behavioral change.

4. Bandura, A. (1986). Social foundations of thought and action : A social cognitive theory. Englewood Cliffs, N.J: Prentice-Hall.

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