TY - BOOK
T1 - Teachers' Professional Development in Intercultural Understanding: Contrasting and Complimentary Approaches for Intercultural Change
AU - Gale, Fran
AU - Leeds, Sally
AU - Edenborough, Michel A.
AU - Kay, Fiona
AU - Winton, Aviva
AU - Smith, Susan
PY - 2023
Y1 - 2023
N2 - This report presents findings from an evaluation of two distinct approaches utilised by Together for Humanity in their ICU PD programs for teachers. The first approach involved traditional training for integrating ICU in the curriculum. The second approach, documented in the report as a case study, prioritised fostering positive cultural change to diminish prejudice and discrimination within the school, to be followed at a later stage by the integration of ICU into the curriculum. The evaluation finds that ICU teacher training grounded in the school context and driven by teacher and student feedback is highly effective. It gives teachers the skills, resources, and confidence needed both to address problematic behaviours in the school and to tackle difficult conversations as part of the curriculum. It concludes that the integration, flexibility, 'tailor-made', and hands-on learning aspects of this approach are unique and should be aimed for wherever resources and circumstances allow.
AB - This report presents findings from an evaluation of two distinct approaches utilised by Together for Humanity in their ICU PD programs for teachers. The first approach involved traditional training for integrating ICU in the curriculum. The second approach, documented in the report as a case study, prioritised fostering positive cultural change to diminish prejudice and discrimination within the school, to be followed at a later stage by the integration of ICU into the curriculum. The evaluation finds that ICU teacher training grounded in the school context and driven by teacher and student feedback is highly effective. It gives teachers the skills, resources, and confidence needed both to address problematic behaviours in the school and to tackle difficult conversations as part of the curriculum. It concludes that the integration, flexibility, 'tailor-made', and hands-on learning aspects of this approach are unique and should be aimed for wherever resources and circumstances allow.
UR - https://hdl.handle.net/1959.7/uws:72256
U2 - 10.26183/1ceb-3h75
DO - 10.26183/1ceb-3h75
M3 - Research report
BT - Teachers' Professional Development in Intercultural Understanding: Contrasting and Complimentary Approaches for Intercultural Change
PB - Western Sydney University
CY - Penrith, N.S.W.
ER -