Teaching Practice in Acculturation Educational Settings: A Case Study on an Integration Course
Journal Title: European Journal of Teaching and Education - Year 2021, Vol 3, Issue 1
Abstract
Teaching practice has the potential to guide acculturation educational processes to cultural inclusion. Acculturation may lead to social tensions or peaceful connivance. An acculturation process might be inclusive when educational participants symmetrically recognise, validate and use the different cultures as part of the curriculum. The Cultural Bridge (CB) is an approach that teachers might use to design inclusive teaching practices. The method is a qualitative case study on an integration course in Germany. Results evidence a partially inclusive educational process. According to the teacherâs interview analysis, the teaching practice approximates the CB principles, but there are limitations because of the system and social barriers. The most relevant situations that limit the teacher's practice are the rigid curriculum, the test as the primary goal, the short time for addressing the mandatory topics and the studentsâ social isolation. As a recommendation, integration courses might engage the local community in the educational process.
Authors and Affiliations
Julio César Tovar-Gálvez,
Keywords
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- EP ID EP743373
- DOI https://doi.org/10.33422/ejte.v3i1.655
- Views 14
- Downloads 0
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