Working with Teachers on Culturally Affirming Instruction in Guatemala
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| Title: | Working with Teachers on Culturally Affirming Instruction in Guatemala |
|---|---|
| Language: | English |
| Authors: | Daniel, Mayra C. (ORCID |
| Source: | Intercultural Education. 2021 32(5):477-494. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Teacher Attitudes, Intervention, Teaching Methods, Foreign Countries, Advocacy, Teacher Workshops, Culturally Relevant Education, Literacy Education, Instructional Effectiveness, Educational Policy, Democracy, Teacher Empowerment, Peace, Social Justice, Diversity, Faculty Development, Elementary School Teachers, Secondary School Teachers, Lesson Plans |
| Geographic Terms: | Guatemala |
| DOI: | 10.1080/14675986.2021.1962107 |
| ISSN: | 1467-5986 |
| Abstract: | This study examines 96 Guatemalan teachers' perspectives on the viability of educational mandates from Guatemala's Ministry of Education and explores their perceived ability to advocate in the schoolhouse. Data included focus groups prior to, and after, workshops on topics related to effective literacy interventions in diverse contexts. Findings indicate positive changes from pre to post-workshop focus groups in participants' beliefs of their potential to become allies with students, improve their pedagogy, and build democratic schools. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1311909 |
| Database: | ERIC |
| Abstract: | This study examines 96 Guatemalan teachers' perspectives on the viability of educational mandates from Guatemala's Ministry of Education and explores their perceived ability to advocate in the schoolhouse. Data included focus groups prior to, and after, workshops on topics related to effective literacy interventions in diverse contexts. Findings indicate positive changes from pre to post-workshop focus groups in participants' beliefs of their potential to become allies with students, improve their pedagogy, and build democratic schools. |
|---|---|
| ISSN: | 1467-5986 |
| DOI: | 10.1080/14675986.2021.1962107 |
