Preservice Teachers' Experiences on Becoming Culturally Responsive Educators: An Action Research Case Study

Autor/inn/en	Koubek, Ekaterina; Wasta, Stephanie
Titel	Preservice Teachers' Experiences on Becoming Culturally Responsive Educators: An Action Research Case Study
Quelle	In: Journal on Efficiency and Responsibility in Education and Science, 16 (2023) 1, S.12-25 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Koubek, Ekaterina) ORCID (Wasta, Stephanie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2336-2375
Schlagwörter	Preservice Teachers; Student Experience; Culturally Relevant Education; Action Research; Reflective Teaching; Bias; Stereotypes; Equal Education; Graduate Students; Teaching Methods + Suchen Sie Ihr Suchwort? Studienerfahrung; Projektforschung; Klischee; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Reflection on teaching and learning is considered one of the most essential elements of teacher development. With the rise of multilingual learners in U.S. public schools, the role of critical reflection has become even more prominent in teacher preparation programs to disrupt preservice teachers' (PSTs) biases and stereotypes regarding these learners and their families. Moreover, to address the widening educational inequities and to enact more equitable teaching practices, PSTs ought to reflect on their pedagogical practices with the guidance of an educator-mentor. Therefore, this qualitative action research case study explored how one teacher preparation program implemented reflective and experiential practices in their graduate Teaching English to Speakers of Other Languages coursework to assist PSTs in systematically examining their understandings of culturally responsive practices. Our research was grounded in culturally responsive teaching. Our findings revealed that our PSTs had an awareness of culturally responsive pedagogy; they recognized the importance of learning from and with their students and families but still had areas for growth when implementing culturally responsive practices, prompting us to further explore how these PSTs enact culturally sustaining practices in their future classrooms. (As Provided).
Anmerkungen	Czech University of Life Sciences Prague. Czech University of Life Sciences Prague, Kamýcká 129, Prague 6 - Suchdol 165 00, Czech Republic. e-mail: editor@eriesjournal.com; Web site: https://www.eriesjournal.com/index.php/eries
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01