Unpacking preservice teachers' beliefs about students' home languages: what matters in initial teacher education?

被引：12

作者：

Dursun, Hakan ^{[1
,4
]}

Agirdag, Orhan ^{[1
,2
]}

Claes, Ellen ^{[3
]}

机构：

[1] Katholieke Univ Leuven, Lab Educ Culture & Soc, Leuven, Belgium

[2] Acad Univ Appl Sci, Amsterdam, Netherlands

[3] Katholieke Univ Leuven, Ctr Polit Res, Leuven, Belgium

[4] Katholieke Univ Leuven, Lab Educ Culture & Soc, B-3000 Leuven, Belgium

来源：

JOURNAL OF MULTILINGUAL AND MULTICULTURAL DEVELOPMENT | 2024年 / 45卷 / 10期

关键词：

Home languages; teacher beliefs; multilingual education; teacher education; RESPONSIVE TEACHERS; DIVERSITY; ATTITUDES; SCHOOL; MULTILINGUALISM; CLASSROOM; INQUIRY; FIELD;

D O I：

10.1080/01434632.2023.2173209

中图分类号：

H0 [语言学];

学科分类号：

030303 ; 0501 ; 050102 ;

摘要：

This paper presents findings from a quantitative investigation of preservice teachers' beliefs about using students' home languages as resources in educational environments. The study looked into the relationships between preservice teachers' professional learning opportunities and their home language beliefs, which had been mostly ignored in prior research. An anonymous survey was used to obtain data from five different teacher education institutions (n = 819) in Flanders (Belgium). Multilevel regression analysis revealed a significant relationship between attending multilingual education courses and holding positive beliefs about students' home languages. There was no association between fieldwork and teachers' home language beliefs. The paper concludes with a discussion of the theoretical and practical implications, limitations and recommendations for future research.

引用

页码：4468 / 4483

页数：16

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