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Introduction:

In today’s diverse educational landscape, teachers play a crucial role in supporting students from various cultural backgrounds. The concept of culturally sustaining pedagogy emphasizes the importance of promoting and maintaining students’ cultural identities and languages in the classroom. One key factor that influences the effectiveness of culturally sustaining pedagogy is teacher cultural competence. Cultural competence refers to the ability of teachers to understand and effectively work with students from diverse cultural backgrounds.

This thesis aims to examine the role of teacher cultural competence in promoting culturally sustaining pedagogy. By exploring the relationship between teacher cultural competence and culturally sustaining pedagogy, this study seeks to provide insights into how teachers can better support students from diverse cultural backgrounds in the classroom.

Table of Contents:

Chapter 1: Introduction
1.1 Introduction
1.2 Background of study
1.3 Problem Statement
1.4 Objective of study
1.5 Limitation of study
1.6 Scope of study
1.7 Significance of study
1.8 Structure of the Thesis
1.9 Definition of Terms

Chapter 2: Literature Review
2.1 Concept of cultural competence
2.2 Culturally sustaining pedagogy
2.3 The relationship between teacher cultural competence and culturally sustaining pedagogy
2.4 Strategies for promoting teacher cultural competence
2.5 Impact of teacher cultural competence on student outcomes
2.6 Challenges of promoting teacher cultural competence
2.7 Professional development for enhancing teacher cultural competence
2.8 Cultural competence assessment tools
2.9 Cultural competence in teacher education programs
2.10 Cultural competence in global education

Chapter 3: Research Methodology
3.1 Research design
3.2 Participants
3.3 Data collection methods
3.4 Data analysis procedures
3.5 Ethical considerations
3.6 Validity and reliability
3.7 Limitations of the research methodology
3.8 Future research directions

Chapter 4: Discussion of Findings
4.1 Overview of findings
4.2 Relationship between teacher cultural competence and culturally sustaining pedagogy
4.3 Strategies for promoting teacher cultural competence in the classroom
4.4 Implications for practice
4.5 Implications for policy
4.6 Recommendations for future research

Chapter 5: Conclusion and Summary
5.1 Summary of findings
5.2 Contributions to the field
5.3 Limitations of the study
5.4 Implications for practice
5.5 Conclusion and future directions

Thesis Overview:

The thesis Examining the role of teacher cultural competence in promoting culturally sustaining pedagogy explores the relationship between teacher cultural competence and culturally sustaining pedagogy. The study aims to provide insights into how teachers can better support students from diverse cultural backgrounds by enhancing their cultural competence.

The literature review examines the concepts of cultural competence and culturally sustaining pedagogy, the relationship between teacher cultural competence and culturally sustaining pedagogy, strategies for promoting teacher cultural competence, and the impact of teacher cultural competence on student outcomes. It also addresses challenges in promoting teacher cultural competence, professional development for enhancing cultural competence, cultural competence assessment tools, and the integration of cultural competence in teacher education programs and global education.

The research methodology section outlines the research design, participants, data collection methods, data analysis procedures, ethical considerations, validity and reliability, as well as limitations and future research directions. The discussion of findings chapter provides an overview of the study’s findings, strategies for promoting teacher cultural competence, implications for practice and policy, and recommendations for future research.

The conclusion and summary chapter synthesizes the findings, highlights the contributions to the field, identifies limitations of the study, discusses implications for practice, and suggests future research directions. Overall, this thesis seeks to advance our understanding of the role of teacher cultural competence in promoting culturally sustaining pedagogy in diverse educational settings.

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