Needs analysis for developing culturally responsive teaching for remedial education: What do teachers need?
Sažetak
Uvod: Kulturno odgovorna nastava modifikuje iskustvo učenja izgradnjom atmosfere koja poštuje, priznaje i uspostavlja kulturni kapital koji nastavnici i učenici stvaraju u učionici. Međutim, lekcije koje razmatraju kulturu moraju biti u potpunosti predložene u dopunskom obrazovanju. Cilj: Ova studija posmatra kulturu kao jednu od najznačajnijih varijabli koje treba primeniti u dopunskom obrazovanju, posebno u pomaganju učenicima da ovladaju veštinama pismenosti korišćenjem analize potreba za dopunske nastavnike. Metod: Procedura analize potreba fokusirana je na tri elementa: analizu situacije nedostatka, analizu sadašnje situacije, kao i analizu ciljne situacije. Nakon toga podaci su prikupljeni putem internetskog upitnika koji je uključivao 252 dobrovoljna dopunska nastavnika iz srednje državne zone u Maleziji. Rezultati: Nalaz analize sadašnje situacije rezimira učenje učenika u dopunskom obrazovanju, što ukazuje na značajan uticaj kada nastavnici koriste učenje zasnovano na kulturi. Ipak, analiza situacije nedostatka pokazuje da nastavnici nemaju pristup nastavnim resursima, a nastavni plan i program dopunskog obrazovanja ne naglašava učenje zasnovano na kulturi. Zaključak: Analiza ciljane situacije predlaže uvođenje kulturno odgovorne nastave sa komponentama podučavanja, povezivanja, prihvatanja, zajednice u učionici, interakcije i evaluacije, kao praktičnih i širokih pristupa dopunskom obrazovanju. Predlaže se da kreatori nastavnog plana i programa utvrde smernice za dopunske nastavnike u korišćenju kulturno odgovorne nastave za dopunsko obrazovanje.
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