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Please use this identifier to cite or link to this item: https://ptsldigital.ukm.my/jspui/handle/123456789/578734
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dc.contributor.authorSiti Zuraida Maaruf (UITM)
dc.contributor.authorNoor Farhani Othman (UITM)
dc.contributor.authorMuhamad Azhar Abdullah (UITM)
dc.contributor.authorVoviana Zulkifli (UITM)
dc.date.accessioned2023-11-06T03:06:40Z-
dc.date.available2023-11-06T03:06:40Z-
dc.date.issued2017-02
dc.identifier.issn0128-7702
dc.identifier.otherukmvital:116171
dc.identifier.urihttps://ptsldigital.ukm.my/jspui/handle/123456789/578734-
dc.descriptionCulturally responsive pedagogy (CRP) is developed based on cultural knowledge, the experiences of not just students but also teachers from different ethnic backgrounds , their references and performances in learning and teaching. The present case study examines the experiences of Visual Arts Education teachers in a public school in Malaysia with the aim of identifying and understanding their perception of culturally responsive teaching. Findings showed that the teachers empathised towards cultural differences, and believed that professional training for young teachers may help in creating more culturally tolerant students.
dc.language.isoen
dc.publisherUniversiti Putra Malaysia Press
dc.relation.haspartPertanika Journals
dc.relation.urihttp://www.pertanika.upm.edu.my/regular_issues.php?jtype=3&journal=JSSH-25-S-2
dc.rightsUKM
dc.subjectCulturally responsive
dc.subjectEthnic backgrounds
dc.subjectImprove creativity
dc.subjectTolerance
dc.subjectVisual Art Education
dc.titleMulti-ethnic tolerance in visual arts education: teachers’ experiences with culturally responsive pedagogy
dc.typeJournal Article
dc.format.volume25
dc.format.pages1-10
dc.format.issueSpecial Issue
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