Heeding Hillard’s call for teachers to crack the walls of the matrix (inequitable schooling), this qualitative case study used Bronfenbrenner’s ecological systems theory as a theoretical lens and methodological tool to investigate the reflections of three elementary pre-service teachers. The first research question examined participants’ reflections as they were learning about teaching culturally and linguistically diverse students. The second question explored how these reflections connected to their developing culturally relevant beliefs and practices. To investigate these research questions the data sources collected for each participant included a pre/post Love & Kruger questionnaire, three individual semi-structured interview transcripts, eight written course documents, and two individual member written records. Cross case and within case analyses were conducted using a priori and open coding for all data and utilized the analytic strategy of relying on theoretical propositions. The theoretical proposition for this study was that teachers who reflected across systems of influences had more culturally relevant beliefs and practices. Findings from the cross case analysis suggested that (a) participants’ had shared patterns of reflectivity (b) drew upon multiple tools of references when confronted with less culturally relevant teaching in the field and program and (c) some course assignments facilitated participants’ reflection across systems more than others. The results from the within case analysis suggested that (a) participants’ racial identity experiences were the lenses they used to reflect on what being a culturally relevant teacher meant (b) some participants experienced cultural dissonance in the teacher development program as they considered culturally relevant pedagogy and (c) critical reflections across systems of influence revealed more developed understandings of culturally relevant pedagogy. This study offers insights about using critical reflectivity in developing pre-service teachers’ understandings of culturally relevant pedagogy.

本研究的研究目的為：（一）瞭解越南小學師資培育課程綱要設置理念與內涵；（二）探討越南小學師資培育課程綱要的實務做法。因此採用資料分析研究法來分析越南小學師資培育課程內容，其研究結果指出越南小學師資培育課程綱要具有如下特徵： 一、課程帶有「政治思想與社會主義」的意味。 二、非常注重培養熟練教學內容知識及內容知識。 三、主張培養多元能力的小學教師。 四、缺乏完整教育方法學知識與教育基礎知識。 五、注重實習與研究活動，不過未有完整的實施配套。 六、專門教育課程安排待完整，缺乏選修科目空間。 依據研究結果，提出對小學師資培育課程、政府訂定師資培育政策與未來研究之建議。 / The purposes of this study are to (1) explore the contents and ideas of curriculum design in Vietnamese elementary teacher education (2) investigate the practice of the elementary teacher education curriculum in Vietnam. Using content analysis methodology, this study has obtained some results as follows: 1. The curriculum intends to contain political ideology and socialism. 2. Special attention is paid to pedagogical content knowledge and content knowledge. 3. The curriculum aims to foster the multiple competencies of elementary teachers. 4. The curriculum content is lack of the pedagogical methods and foundation theories of education knowledge. 5. The curriculum focuses on practical training and education study; however, it it does not contain complete supportive arrangements. 6. The professional courses in educational studies are still incomplete; the curriculum also lacks optional subjects. Based on the results, the study provides some suggestions for the design of the elementary teacher education curriculum, the government policy of teacher education, and future research.

<p>The Next Generation Science Standards (NGSS Lead States, 2013) promote a new vision of K-12 science education that emphasizes the importance of integrating engineering practices into science education. Recent engineering studies have highlighted design approaches that focus on designers’ empathy, such as human-centered design (Hess & Fila, 2016a; Kouprie & Visser, 2009; Walther et al., 2017). Empathic engineering design approaches can help students understand how engineers understand various users’ contexts and develop effective design solutions. Furthermore, empathy is a key element in cross-cultural education (Gay, 2002; Webb et al., 2012) because it can help teachers create positive interactions with diverse students (Arghode et al., 2013; Warren, 2014). Empathy is an important attribute highlighted in both engineering and cross-cultural education. Therefore, it is necessary for teachers to comprehend and integrate the principles of Human-Centered Design (HCD) approaches to provide more authentic and holistic engineering education. </p> <p>This study explored elementary preservice teachers’ competence in planning and implementing an empathic engineering design lesson plan in cross-cultural STEM education by applying a module. The module consisted of a researcher-developed elementary science methods unit on designing empathic integrated STEM instruction. Using a convergent mixed methods design (Creswell & Clark, 2018) and 16 participants, this study investigated preservice teachers’ understanding of empathic integrated STEM instruction before and after the module. This study utilized the Interpersonal Reactivity Index (Davis, 1983) to examine preservice teachers’ levels of empathy and the Teaching Engineering Self-Efficacy Scale (Yoon et al., 2014) to measure their self-efficacy. For qualitative data, reflection papers, empathic design lesson plans, and interview transcripts were collected. Thematic analysis (Braun & Clark, 2006) was employed to identify patterns and relationships within the data.</p> <p>The analysis of a paired samples t-test and a related-samples Wilcoxon signed-rank test showed a significant difference between the means of preservice teachers’ self-efficacy scores before and after the module. However, there was no significant difference in the means of their empathy scores. According to qualitative data analysis, preservice teachers understood the role of empathy in both engineering and cross-cultural education. The module enhanced preservice teachers’ pedagogical strategies regarding empathic techniques and culturally and socially responsive pedagogies. Preservice teachers also discovered the benefits of empathic integrated STEM instruction including broadening one’s perspectives, understanding the value of inclusive designs, and enhancing students’ 21st century skills. After experiencing the module, they felt confident in integrating empathic integrated STEM instruction and recognizing potential challenges of implementation. The study findings show that empathic integrated STEM instruction can be a way to support preservice teachers’ understanding of engineering pedagogical strategies, culturally responsive pedagogy, and the features of integrated STEM instruction. </p>