ERIC Number: EJ1121673
Record Type: Journal
Publication Date: 2013-Jun
Abstractor: As Provided
Reference Count: 48
Assisting Preservice Teachers toward Becoming Culturally Responsive
Starker, Tehia V.; Fitchett, Paul G.
Multicultural Learning and Teaching, v8 n1 p27-46 Jun 2013
In this qualitative study, researchers inquired about preservice teachers' (PST) experience in becoming culturally responsive in a graduate teacher-licensure social studies methods class (N = 20). Researchers examined PST lesson plans and reflections, and rated them based on Geneva Gay's (2002) framework for preparing culturally responsive teachers. Once rated, researchers used thematic analysis to investigate lesson plan themes that manifested between two groups (high culturally responsive teaching, versus low culturally responsive teaching). Themes indicated that participants who demonstrated culturally responsive teaching (CRT) potential: modified lessons, utilized dynamic pedagogy, and incorporated historical perspective taking. Conversely, PST with low potential for CRT: lacked content knowledge, were pedagogically inflexible, and showed a resistant disposition. The researchers concluded that systemic changes within teacher education courses and programs are necessary to develop CRT preservice teachers.
Descriptors: Qualitative Research, Preservice Teachers, Culturally Relevant Education, Social Studies, Methods Courses, Lesson Plans, Guidelines, Graduate Study, Cultural Awareness, Teaching Methods, Perspective Taking, Pedagogical Content Knowledge, Teacher Education Programs, Student Attitudes, Middle School Teachers, Secondary School Teachers
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education; Middle Schools; Secondary Education; Junior High Schools
Authoring Institution: N/A