Assisting Preservice Teachers toward Becoming Culturally Responsive

Autor/inn/en	Starker, Tehia V.; Fitchett, Paul G.
Titel	Assisting Preservice Teachers toward Becoming Culturally Responsive
Quelle	In: Multicultural Learning and Teaching, 8 (2013) 1, S.27-46 (20 Seiten) PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2194-654X
DOI	10.1515/mlt-2012-0002
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Qualitative Forschung; Gemeinschaftskunde; Methodisch-didaktische Anleitung; Lesson planning; Unterrichtsplanung; Richtlinien; Aufbaustudium; Graduiertenstudium; Hauptstudium; Cultural identity; Kulturelle Identität; Teaching method; Lehrmethode; Unterrichtsmethode; Zukunftsperspektive; Pädagogische Kompetenz; Schülerverhalten; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01