Learning through Cultural Conflict? A Longitudinal Analysis of German Teachers' Strategies for Coping with Cultural Diversity at School.

Bender-Szymanski, Dorothea

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Peer reviewed

ERIC Number: EJ628728

Record Type: Journal

Publication Date: 2000

Pages: N/A

Abstractor: N/A

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ISSN: ISSN-0261-9768

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Learning through Cultural Conflict? A Longitudinal Analysis of German Teachers' Strategies for Coping with Cultural Diversity at School.

Bender-Szymanski, Dorothea

European Journal of Teacher Education, v23 n3 p229-50 2000

Investigated changes in German beginning teachers that occurred following interactions with diverse students during their 2-year probationary period. Pre- and post-probation interviews indicated that at the end of the 2 years, teachers coped with culture conflict in either synergy-oriented or ethno-oriented ways. Synergy-oriented teachers coped better with culture conflict. (SM)

Descriptors: Attitude Change, Beginning Teachers, Coping, Cultural Awareness, Cultural Differences, Culture Conflict, Diversity (Student), Elementary Secondary Education, Foreign Countries, Teacher Attitudes

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: Germany

Grant or Contract Numbers: N/A