NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1063229
Record Type: Journal
Publication Date: 2013
Pages: 20
Abstractor: As Provided
Reference Count: 40
ISSN: EISSN-2158-592X
Providing Culturally Responsive Teaching in Field-Based and Student Teaching Experiences: A Case Study
Kea, Cathy D.; Trent, Stanley C.
Interdisciplinary Journal of Teaching and Learning, v3 n2 p82-101 Sum 2013
This mixed design study chronicles the yearlong outcomes of 27 undergraduate preservice teacher candidates' ability to design and deliver culturally responsive lesson plans during field-based experience lesson observations and student teaching settings after receiving instruction in a special education methods course. While components of culturally responsive instruction were embedded in the lesson plans written as a part of course requirements, few participants incorporated them during lesson observations in their field-based placement and student teaching experiences. More specifically, Banks' contributions approach was used repeatedly rather than the higher levels of multicultural education, which focus on transformation and social action. Half of the participants in the field-based internship infused diversity at the contributions level during the field-based lesson observation, but only six student teachers infused diversity during student teaching lesson observations. Recommendations for research and practice for teacher education programs are provided.
Southern University and A & M College. College of Education, Arts and Humanities, PO Box 9983, Baton Rouge, LA 70813. Tel: 225-771-2291; Fax: 225-771-2292; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: Teachers
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: N/A
Grant or Contract Numbers: H325T080033