Research On The Cultivation Strategies Of Culturally Responsive Teachers In America

With the internationalization and economic globalization a wave of international migration has had a tremendous impact on the field of education in the United States since the new century. The great difference between nearly half of the multicultural student groups and individual cultural identity of teachers has influenced the multicultural students'educational quality because of their cultural uniqueness. In this context, the United States will cultivate "culturally responsive teachers" as a multicultural teacher education goal in the field of teachers education, and put this goal into the pre-service teacher education programs and vocational post (including induction) training programs which have achieved some good results.In China, with the accelerated urbanization, there is a large number of rural migrant workers'children and left-behind children who will suffer the shortage of the cultural responses from schools and teachers and will the impartial educational environment which will influence the educational quality. Therefore, the analysis of teachers' cultivation strategies for multicultural student status of the American will be helpful and will provide references to cultivate teachers to teach multicultural students effectively under the Chinese urban-rural dual structure.This paper elaborates the cultivation strategies of culturally responsive teachers in the United Stated from the pre-service stage and post-stage by descriping of the status quo and the implementation of the American Teacher Education Program. Put the thoeries of multi-cultural and ethnic into the pre-service teacher education curriculum in pre-service stage. Build up the cultural space of the communication for pre-service teachers, multicultural students and teachers'trainers during the internship. In post-stage, create a learning community, use of specific context, create culturally responsive classroom and strive for the ieteraction and support of the family and community. And this paper will analyse two specific cases in detail in each stage. Although cultivation strategies of culturally responsive teachers in two stages have different priorities, but still reflect the same features of the focus on cooperation, emphasize of introspection and focus on situation. Thus, according with the situation of teacher education in China, the author gives the following recommendations:recruiting students with a multicultural background for the source of teachers, offerring multicultural-related courses in the curriculum, emphasing teaching practice and reflection during pre-service teacher internship process, establishing mechanisms for cooperation and construction of learning community in new teachers'induction, increasing culturally responsive classroom management knowledge in teachers' training.