NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1057743
Record Type: Journal
Publication Date: 2015
Pages: 19
Abstractor: As Provided
Reference Count: 47
ISSN: ISSN-1366-4530
Using Empathic Identification as a Literacy Tool for Building Culturally Responsive Pedagogy with Preservice Teachers
Gunn, AnnMarie Alberton; King, James R.
Teacher Development, v19 n2 p168-186 2015
This study explores how teaching cases that featured diversity and literacy issues and self-reflexive writing exercises called postcard narratives can be used as tools by teacher educators for developing a culturally responsive pedagogy with preservice teachers. This study used interviews with the professor, a journal kept by the professor, a researcher reflective journal, a pre- and post-teaching case, non-participant observation notes, preservice teachers' written narratives and the statistically significant results of the Cultural Diversity Awareness Inventory to understand the lived experiences of 20 preservice teachers and one professor during the course of one semester. The discourse drawn from the teaching cases and the written postcard narratives were shown to be effective tools to cultivate experiences that allow preservice teachers and teacher educators to learn about other cultures, embrace difference and develop a culturally responsive pedagogy.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A