ERIC Number: EJ780718
Record Type: Journal
Publication Date: 2008
Reference Count: 17
Enacting a Culturally Responsive Curriculum in a Novice Teacher's Classroom: Encountering Disequilibrium
Bergeron, Bette S.
Urban Education, v43 n1 p4-28 2008
Many educators suggest that novice teachers lack the preparation necessary to be successful in today's urban classrooms, particularly when the experiences of those novices are vastly different from their students. However, it can also be suggested that culturally responsive practices have the potential to counteract the "cultural disequilibrium" that many novices encounter. In this narrative case study, the author traces one novice teacher's journey within a diverse, urban classroom. Data from this study suggest that a novice teacher's support systems, administrator, professional development, and the capacity to take risks contribute to his or her effectiveness in the classroom. Implications for teacher educators include providing instructional and experiential modeling of culturally responsive practices, informing preservice teachers of current educational policies and strategies for becoming student advocates, and becoming engaged within schools to support the implementation of induction programs that authentically prepare novices to turn cultural "disequilibrium" into cultural responsivity.
Descriptors: Urban Schools, Teacher Effectiveness, Beginning Teachers, Teacher Educators, Culturally Relevant Education, Cultural Relevance, Student Diversity, Teaching Methods, Classroom Techniques, Preservice Teacher Education, Teacher Role, Beginning Teacher Induction
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: email@example.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A