scholarly journals The Culturally Responsive Teacher Preparedness Scale: An Exploratory Study

2015 ◽  
Vol 8 (4) ◽  
pp. 541-250 ◽  
Author(s):  
Yun-Ju Hsiao
Keyword(s):  
Preservice Teachers ◽  
Factor Analysis ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Curriculum And Instruction ◽  
Teacher Preparation Programs ◽  
Teacher Preparedness ◽  
Responsive Teaching ◽  
Preparation Programs ◽  
Literature Reviews

The purpose of this study was to investigate the competencies of culturally responsive teaching and construct a Culturally Responsive Teacher Preparedness Scale (CRTPS) for the use of teacher preparation programs and preservice teachers. Competencies listed in the scale were identified through literature reviews and input from experts. The preparedness scale was created through an exploratory factor analysis. According to the factor analysis, there were three factors for CRTPS: curriculum and instruction, relationship and expectation establishment, and group belonging formation. The scale is well supported by psychometric analysis including factor loadings, internal consistency, and testing fairness with gender and race. Limitations and conclusions were made for the use of this scale.

Developing the Culturally Responsive Teacher

2021 ◽  
pp. 819-838
Author(s):  
Morgan M. Jobe ◽  
Eileen M. Wertzberger ◽  
Kay Ann Taylor
Keyword(s):  
Teacher Preparation ◽  
Puerto Rican ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Teacher Preparation Programs ◽  
White Female ◽  
Responsive Teaching ◽  
High School English ◽  
Preparation Programs ◽  
Female High School

This chapter will use autoethnography to provide a comprehensive look at culturally responsive teaching by exploring three different perspectives at different stages in education: (1) the white female high school English teacher working with teens, (2) the Puerto Rican female undergraduate instructor working with pre-service teachers, and (3) the white female graduate professor working with in-service teachers. Collectively, the three perspectives will share experiences through storytelling about culturally responsive teaching as necessary practice in preparation for classroom teaching, emphasizing the need for more intentional instruction on race, culture, and ethnicity in teacher preparation programs. Ultimately, this chapter will demonstrate that culturally responsive teaching evolves over a teacher's lifetime, and to be truly transformative, culturally responsive teachers must adapt to the culture and contexts of their students.

Culturally Responsive Teaching and Training for Pre-Service Special Educators in Higher Education

2022 ◽  
pp. 972-986
Author(s):  
York Williams
Keyword(s):  
Higher Education ◽  
Special Education ◽  
Teacher Preparation ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Special Education Teacher ◽  
Teacher Preparation Programs ◽  
Responsive Teaching ◽  
Preparation Programs ◽  
Service Departments

In the field of public education, special education teacher preparation is one of the most critical areas of teacher preparation in higher education, given the mandate of FAPE under the IDEA. Additionally, teacher preparation programming that provides pre-service teachers with the knowledge, skills, and clinical experiences that can meet the learning-diverse needs of students is of paramount importance. However, teacher preparation programs often focus on meeting accreditation standards, job placement and service opportunities while leaving the teaching of diversity in special education as an add-on to be fulfilled by service departments, humanities courses, and/or social science electives. In order for universities and institutions of higher education to fulfill its mandate of teacher-training in special education, with a focus beyond the disability, they must adopt a curricula revision that includes culturally responsive teaching and diversity.

Culturally Responsive Teaching and Training for Pre-Service Special Educators in Higher Education

2020 ◽  
pp. 1-15
Author(s):  
York Williams
Keyword(s):  
Higher Education ◽  
Special Education ◽  
Teacher Preparation ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Special Education Teacher ◽  
Teacher Preparation Programs ◽  
Responsive Teaching ◽  
Preparation Programs ◽  
Service Departments

In the field of public education, special education teacher preparation is one of the most critical areas of teacher preparation in higher education, given the mandate of FAPE under the IDEA. Additionally, teacher preparation programming that provides pre-service teachers with the knowledge, skills, and clinical experiences that can meet the learning-diverse needs of students is of paramount importance. However, teacher preparation programs often focus on meeting accreditation standards, job placement and service opportunities while leaving the teaching of diversity in special education as an add-on to be fulfilled by service departments, humanities courses, and/or social science electives. In order for universities and institutions of higher education to fulfill its mandate of teacher-training in special education, with a focus beyond the disability, they must adopt a curricula revision that includes culturally responsive teaching and diversity.

Developing the Culturally Responsive Teacher

2021 ◽  
pp. 1-20
Author(s):  
Morgan M. Jobe ◽  
Eileen M. Wertzberger ◽  
Kay Ann Taylor
Keyword(s):  
Teacher Preparation ◽  
Puerto Rican ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Teacher Preparation Programs ◽  
White Female ◽  
Responsive Teaching ◽  
High School English ◽  
Preparation Programs ◽  
Female High School

This chapter will use autoethnography to provide a comprehensive look at culturally responsive teaching by exploring three different perspectives at different stages in education: (1) the white female high school English teacher working with teens, (2) the Puerto Rican female undergraduate instructor working with pre-service teachers, and (3) the white female graduate professor working with in-service teachers. Collectively, the three perspectives will share experiences through storytelling about culturally responsive teaching as necessary practice in preparation for classroom teaching, emphasizing the need for more intentional instruction on race, culture, and ethnicity in teacher preparation programs. Ultimately, this chapter will demonstrate that culturally responsive teaching evolves over a teacher's lifetime, and to be truly transformative, culturally responsive teachers must adapt to the culture and contexts of their students.

Multicultural Classrooms: Culturally Responsive Teaching Self-Efficacy among A Sample of Canadian Preservice Teachers

2021 ◽  
pp. 001312452110625
Author(s):  
Saghar Chahar Mahali ◽  
Phillip R. Sevigny
Keyword(s):  
Preservice Teachers ◽  
Culturally Responsive Teaching ◽  
Self Efficacy ◽  
Cultural Awareness ◽  
Culturally Responsive ◽  
Political Orientation ◽  
Cross Cultural ◽  
Burnout Syndrome ◽  
Responsive Teaching ◽  
Cultural Experiences

Many teachers enter classrooms with limited cross-cultural awareness and low levels of confidence to accommodate cultural diversity. Therefore, teaching a heterogeneous body of students requires teachers to have culturally responsive teaching self-efficacy (CRTSE). The investigation of factors impacting teachers’ self-efficacy in teaching diverse students has produced mixed results. The purpose of the current study was to explore the determinants of CRTSE in a sample of Canadian preservice teachers. One hundred and ten preservice teachers from a medium-sized public Canadian University completed measures of political orientation, CRTSE, cross-cultural experiences, and teacher burnout. Higher levels of preservice teachers’ CRTSE were predicted by lower levels of Emotional Exhaustion (i.e., a key aspect of burnout syndrome) and more frequent cross-cultural experiences in their childhood and adolescence. Implications for training preservice teachers are discussed.

Learning about Culture and Teaching During a Short-Term Immersion-Based Study Abroad

2017 ◽  
pp. 172-189 ◽  
Author(s):  
Barbara A. Bradley ◽  
Andrea M. Emerson
Keyword(s):  
Preservice Teachers ◽  
Study Abroad ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Future Research ◽  
Responsive Teaching ◽  
Cultural Backgrounds ◽  
Field Placements ◽  
Study Abroad Program ◽  
Summer Study

Culturally responsive teaching is grounded in an understanding of students' cultural backgrounds. However, how do preservice teachers learn about culture? While coursework and field placements can help preservice teachers to begin to understand what culture is, a study abroad program in which participants are immersed in a community and schools can help them move beyond surface-level ideas of culture to a deeper understanding of it. This chapter describes a 4-week summer study abroad program in Italy in which each preservice teacher lives with a host family and observes and teaches in an Italian school. It presents findings from preservice teachers' reflections on culture and teaching based on blog entries. Finally, it provides suggestions for future research related to better understanding and preparing preservice teachers to engage in culturally responsive teaching.

Solidifying Cultural Prisms of Teacher Preparation Programs: A Foreign?born African American Voice to Honor Accountability

2009 ◽  
Vol 4 (1) ◽  
Author(s):  
Sean S. Warner
Keyword(s):  
Teacher Preparation ◽  
Multicultural Education ◽  
Culturally Responsive ◽  
Linguistic Diversity ◽  
Life Experiences ◽  
Teacher Preparation Programs ◽  
Colleges Of Education ◽  
Responsive Teaching ◽  
Foreign Born ◽  
Preparation Programs

There are countless Schools and Colleges of Education around the country touting strong commitments to cultural and linguistic diversity (CLD), culturally responsive teaching, and multicultural education in their teacher?preparation programs; however, we are still seeing critical masses of graduates from these programs teach (and assess learning) in ways inconsistent with the aforementioned ideals. This article uses my life?experiences to inform and discuss what the core foci of teacher?preparation programs should be in rapidly changing P?12 environments.

scholarly journals Culturally Responsive Teaching in Technology-Supported Learning Environments in Marine Education for Sustainable Development

2021 ◽  
Vol 13 (24) ◽  
pp. 13922
Author(s):  
Ming-Min Cheng ◽  
Aurora V. Lacaste ◽  
Cris Saranza ◽  
Hsueh-Hua Chuang
Keyword(s):  
Sustainable Development ◽  
Preservice Teachers ◽  
Cultural Values ◽  
Learning Environments ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Responsive Teaching ◽  
Visual Aids ◽  
K 12

This study examined and evaluated how culturally responsive teaching in technology-supported learning environments for preservice teachers was practiced and modeled using experiential learning theory as a guiding framework. Results from qualitative analysis of observational data and outputs of 19 preservice teachers showed that the latter were able to include cultural values and harness technology in their teaching. It was also found that cultural scaffolding enhanced by technology is the most practiced culturally responsive teaching construct during teaching demonstrations. However, technology was used as teachers’ instructional tools—in the form of visual aids that illustrate abstract multicultural concepts—instead of students’ learning tools. Our findings could be used to develop a K-12 curriculum progression that provides a culturally responsive and contextualized teaching and learning environment for sustainable development.

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