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ERIC Number: EJ902695
Record Type: Journal
Publication Date: 2010
Pages: 5
Abstractor: ERIC
Reference Count: 23
ISSN: ISSN-1068-3844
The Role of Teacher Education Programs in Creating Culturally Competent Teachers: A Moral Imperative for Ensuring the Academic Success of Diverse Student Populations
Taylor, Roben W.
Multicultural Education, v17 n3 p24-28 Spr 2010
While it is clear that culturally and linguistically diverse students have the greatest need for quality instructional programs, many researchers argue that they are less likely to be taught with the most effective evidence-based instruction. Banks (2002) contends that the challenges facing educators in meeting the needs of multicultural students (multicultural refers to culturally and linguistically diverse students, including those with and at risk for disabilities, as well as socioeconomically disadvantaged students) is of highest importance. If the vision of the No Child Left Behind Act (NCLB) is to be realized in the face of changing student demographics, then teacher education programs (TEPs) must embrace and instill in preservice teachers the concept of a culturally responsive pedagogy. Richards, Brown, and Forde (2007) state that a culturally responsive pedagogy facilitates and supports the achievement of all students. In a culturally responsive classroom, effective teaching and learning occur in a culturally supported, learner-centered context, whereby the strengths students bring to school are identified, nurtured, and utilized to promote student development. In this article, the author calls for the need for more culturally competent teachers embracing a culturally responsive pedagogy. This article serves as a beginning point for the self-reflection that must occur within every teacher educator and as a basis for continuing discussions among university faculty as they begin or continue the process of redesigning their programs to be more inclusive of culturally responsive pedagogy. (Contains 1 figure and 1 table.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001