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Cited by 4Immigration and Intercultural EducationTeacher Education and Leadership StudiesGlobal Education and Multiculturalism

The selfish giant: Narration and language instruction in a multicultural pre-primary class as a model for teacher change and development

Fokaidou, Marianna, Hadjitheodoulou-Loizidou, Pavlina·2014·Intercultural Education
DOI 10.1080/14675986.2014.883201
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Abstract

Within the framework of multicultural education, a school-based teacher training program was implemented in a public preschool in Nicosia, Cyprus, where a large number of migrant pupils were enrolled. The main goal of the program was to create a basis for reflection and interaction among the teaching staff about issues related to the social and learning development of migrant pupils. The approach was based on a model for teacher change which focuses on enactment and reflection. Specific methodological aspects were applied in a session related to language instruction, which was carried out and observed by the school teaching staff. The main conclusion was that most of the migrant pupils reacted positively: they played an active role and their participation increased. This teacher training program enabled the teachers to realize how they, as professionals, are influenced by their own experiences and they also recognized the limits of their competences and expertise.

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Crossref · 10.1080/14675986.2014.883201

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23 of 23 references verified0 citation errors · 0 not checkable

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  • A primary focus on linguistic diversity was less common with only four in-service papers and one pre-service paper specifically targeting this type of diversity.

    “A primary focus on linguistic diversity was less common with only four in-service papers (i.e., Daniel & Pray, 2017;Fokaidou & Hadjitheodoulou-Loizidou, 2014;Van der Wildt, Van Avermaet, & Van Houtte, 2017;Spieps, Lyons, Huerta, Garza, & Reding, 2017) and one pre-service paper (i.e., Polat et al., 2019) specifically targeting this type of diversity.”

    From Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review (2021) · cites this paper as Fokaidou & Hadjitheodoulou-Loizidou, 2014

  • In the study by Fokaidou and Hadjitheodoulou-Loizidou (2014) enactment and reflection on its effectiveness was a facilitated part of the PD intervention; their results show that the teachers acquired new strategies for engaging multilingual children during reading activities and that they indeed made more use of these strategies during book reading, and as a result children showed more engagement.

    “in the study by Fokaidou and Hadjitheodoulou-Loizidou (2014) enactment and reflection on its effectiveness was a facilitated part of the PD intervention.Their results show that the teachers acquired new strategies for engaging multilingual children during reading activities and that they indeed made more use of these strategies during book reading.As a result, children showed more engagement in”

    From Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review (2021) · cites this paper as Fokaidou and Hadjitheodoulou-Loizidou (2014)

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Authors
Fokaidou, M., & Hadjitheodoulou-Loizidou, P.
Affiliations
Cyprus Pedagogical Institute (CY)
Corresponding author
Fokaidou, Marianna
Venue
Intercultural Education
Publisher
Informa UK Limited
Published
2014-01-02
Volume
25
Issue
1
Pages
55-67
ISSN
  • 1467-5986 (ISSN-L)
  • 1469-8439
DOI
10.1080/14675986.2014.883201
OpenAlex
W1974721241
Cited by
4
References
23
Citations by year
2026: 1 · 2022: 1 · 2021: 1 · 2020: 1
FWCI
0.00
Type
journal article
Language
en
Open access
closed
Locations
Intercultural Education (publishedVersion)
Topics
  • Social Sciences › Cultural Studies › Immigration and Intercultural Education
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Global Education and Multiculturalism
Keywords
multicultural education, teacher professional development, teacher change, school-based teacher training, migrant students, preschool education, language teaching, teacher reflection, teacher competence, Nicosia

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