Reaffirming the Teacher Role within the Context of Culturally Responsive Pedagogy: A Case Study and Relevant Issues

Katsara Ourania

Abstract


The issue of quality teaching has been the subject of educational research, but there is not much empirical support noted in research findings on the connection of quality teaching and the teachers' abilities. Quality teaching is also discussed in terms of culturally responsive pedagogy indicating that this teaching approach underscores the learner-centered approach. The main argument of this article is that emphasis is placed on the role of the teacher as a facilitator in the learning process, suggesting that the Greek teacher role is reaffirmed within the context of culturally responsive pedagogy. In addition, the article describes and explains how cultural variables are determining factors in designing appropriate syllabi for Greek university students and in choosing appropriate teaching methodology techniques for effective teaching in university settings. Specifically, the reason why the dimension of instructional clarity is important in relation to teaching any Greek national cohort is illustrated. Some examples of lesson plans are also presented explaining in detail the materials used, the learning environment and classroom management in relation to a course on English for General Academic Purposes ( EGAP) taught in the first term. A number of activities done in class during this course are described offering some key pedagogical implications.

Keywords


Quality teaching, instructional clarity, culturally responsive pedagogy, Greek students, English for General Academic Purposes

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References


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