ERIC Number: EJ1117055
Record Type: Journal
Publication Date: 2016-Nov
Abstractor: As Provided
Grappling with Culturally Responsive Pedagogy: A Study of Elementary-Level Teacher Candidates' Learning across Practicum and Diversity Coursework Experiences
Daniel, Shannon M.
Urban Review: Issues and Ideas in Public Education, v48 n4 p579-600 Nov 2016
This investigation of teacher candidates' (TCs) learning in their pre-service elementary education program demonstrates how TCs grappled with enacting culturally responsive pedagogy (CRP) in their practicum sites. Interviews with TCs, analyzed with Lucas and Villegas's (2002) tenets of CRP, reveal how TCs thought about equitable instruction in elementary schools. TCs and the teacher educator of the diversity course report on how such coursework supports TCs as they strive to educate multilingual, multicultural elementary school students. This examination, which focuses on TCs' learning rather than teacher education program design, provides implications for how teacher educators can support TCs in ways that are responsive to their personalized questions, experiences, strengths, and overall development as teacher learners. Implications for foundational diversity-oriented coursework that connects more directly with TCs' practicum experiences are discussed.
Descriptors: Culturally Relevant Education, Preservice Teachers, Preservice Teacher Education, Elementary Education, Practicums, Equal Education, Multilingualism, Student Diversity, Multicultural Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A