Border Crossing: A Journey of Becoming a Culturally Responsive Teacher in Higher Education
In order to be aware of, cope with, and overcome all potential difficulties in instructions brought about by university students’ diverse backgrounds, the researcher, as a university teacher, frankly reflected and disclosed a “border-crossing” journey when striving to be a culturally responsive teacher through “self-study action research”. The results showed that in higher education, a culturally responsive teacher must experience three parts of “border-crossing” journey in terms of teacher’s preparation, the management of teacher-student relations, and the integration of culturally responsive instruction into curriculum. The first part of the journey is self-criticizing, learning about students’ cultural differences and transforming them into resources for instruction, and developing socio-political awareness. The second is constructing a classroom that is caring, trusting, culturally communicable, and power-sharing. The third is developing a culturally responsive instruction suitable for one’s own professional curriculum. The research proposed a “five in one” curriculum and instruction (reading comprehension, field work, reflection, writing, and student action research) and suggested that though culturally responsive instruction is unique and flexible, its idea and methodology are duplicable.
|關鍵詞||文化回應教師、文化回應教學、高等教育、跨越邊界、課程與教學、culturally responsive teacher、culturally responsive instruction、higher education、border crossing、curriculum and instruction|