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Multicultural Learning and Teaching

Editor-in-Chief: Obiakor, Festus / Algozzine, Robert

Managing Editor: Banks, Tachelle

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2161-2412
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Assisting Preservice Teachers Toward Becoming Culturally Responsive

Tehia V. Starker / Paul G. Fitchett
Published Online: 2013-06-18 | DOI: https://doi.org/10.1515/mlt-2012-0002

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.

Keywords: culturally responsive teaching; social studies; preservice teachers; lesson planning

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About the article

Published Online: 2013-06-18


Citation Information: Multicultural Learning and Teaching, Volume 8, Issue 1, Pages 27–46, ISSN (Online) 2161-2412, ISSN (Print) 2194-654X, DOI: https://doi.org/10.1515/mlt-2012-0002.

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