Perspectives and Insights from Preservice Teachers of Color on Developing Culturally Responsive Pedagogy at Predominantly White Institutions

2015 ◽  
Vol 37 (3) ◽  
pp. 223-237 ◽  
Author(s):  
Tambra O. Jackson
Keyword(s):  
Preservice Teachers ◽  
Predominantly White ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
Predominantly White Institutions ◽  
Teachers Of Color ◽  
White Institutions ◽  
Responsive Pedagogy ◽  
Preservice Teachers Of Color

A Visibility Project: Learning to See How Preservice Teachers Take Up Culturally Responsive Pedagogy

2009 ◽  
Vol 46 (3) ◽  
pp. 816-852 ◽  
Author(s):  
Anne Ruggles Gere ◽  
Jennifer Buehler ◽  
Christian Dallavis ◽  
Victoria Shaw Haviland
Keyword(s):  
Preservice Teachers ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
Project Learning ◽  
Responsive Pedagogy

scholarly journals Autobiographies in Preservice Teacher Education: A Snapshot Tool for Building a Culturally Responsive Pedagogy

2013 ◽  
Vol 15 (1) ◽  
Author(s):  
AnnMarie Gunn ◽  
Susan Bennett ◽  
Linda Shuford Evans ◽  
Barbara J. Peterson ◽  
James L. Welsh
Keyword(s):  
Preservice Teachers ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Culturally Responsive Pedagogy ◽  
Preservice Teacher Education ◽  
Font Size ◽  
Cultural Responsive ◽  
Responsive Pedagogy ◽  
Cultural Responsive Pedagogy

<p class="MsoNormal" style="margin: 0in 0in 0pt;"><span class="Abstract"><span style="font-size: 10pt; mso-bidi-font-size: 12.0pt; mso-bidi-font-family: 'Times New Roman';"><strong></strong></span></span><span style="font-family: &quot;Arial&quot;,&quot;sans-serif&quot;; font-size: 10pt;">Many scholars have made the call for teacher educators to provide experiences that can lead preservice teachers to embrace a culturally responsive pedagogy. We investigated the use of brief autobiographies during an internship as a tool (a) for preservice teachers to examine their multidimensional culture; and (b) for teacher educators to assess preservice teachers' developing understandings about cultural responsive pedagogy and then further design curriculum to enhance these understandings. Using qualitative methods, we analyzed the preservice teachers' (N=24) autobiographies and an interview with the professor of this course. Based on the findings of this study, we suggest teacher educators need to develop experiences and opportunities that will enable preservice teachers to reflect on how culture impacts teaching and learning behaviors. Therefore, preservice teachers will be better prepared to teach all students. </span></p>

Studying Abroad in the Dominican Republic: Preparing Culturally and Linguistically Responsive Teachers for 21st-Century Classrooms

2018 ◽  
Vol 38 ◽  
pp. 194-200 ◽  
Author(s):  
Shondel J. Nero
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Second Language Acquisition ◽  
Study Abroad ◽  
Dominican Republic ◽  
Intercultural Competence ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
New York University ◽  
Responsive Pedagogy

ABSTRACTThis article describes the conception, goals, design, and evaluation of a 3-week study abroad program in the Dominican Republic for preservice teachers at New York University to address cultural diversity in teacher education. Taking a critical approach to teacher education and drawing on four interrelated areas of research—second language acquisition, study abroad, culturally responsive pedagogy, and intercultural competence—the program sought to deepen teachers’ understanding of their students’ cultures, develop empathy toward language learning, and promote culturally responsive pedagogy. Program evaluation revealed that participants developed more critical understandings of the Dominican language, culture, and education system, which they could harness to practice culturally responsive pedagogy.

Culturally Responsive Pedagogy in Mathematics

2020 ◽  
Vol 2 ◽  
pp. 145-158
Author(s):  
Kenta Nagasawa
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Culturally Responsive ◽  
Latino Students ◽  
Culturally Responsive Pedagogy ◽  
Mathematics Teacher Education ◽  
Development Program ◽  
Current State ◽  
Responsive Pedagogy ◽  
State Of Research

Purpose: This paper is a thematic literature review to examine the current state of research about Culturally Responsive Pedagogy in mathematics. The main themes are students’ perception, teacher education for pre-service teacher and professional development for teachers. Research methods/ approach: Literature was collected from Eric, which is a research engine of the education field. Also, Google Scholar is used to find articles of major scholars introduced by Dr. Rich Milner, who is the instructor of this course. Findings: Students faced microaggressions in mathematics class, which discouraged them to learn mathematics. The effect of teacher education was inconsistent in terms of the awareness of culturally responsive pedagogy and lesson plans. Research of professional development mentioned that mathematics was cultural. Implications for research and practice: It is more interesting to conduct long term or follow-up research to find the teacher’s practice after a taking professional development program. Also, it is critical to expand research scope besides African American and Latino students. Finally, evidence-based research is needed to change the political situation. Keywords: culturally responsive teaching, mathematics, teacher education, professional development, student’s perception

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