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.

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.

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.

scholarly journals Greek Primary School Teachers’ Reported Practices Concerning the Implementation of Culturally Responsive Teaching: The Culturally Responsive Practices Questionnaire (CRPQ)

2019 ◽  
Vol 6 (2) ◽  
pp. 270
Author(s):  
Effie Penderi ◽  
Evdokia Kokouvinou
Keyword(s):  
Primary School ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Responsive Teaching ◽  
School Teachers ◽  
Cultural Backgrounds ◽  
Training Experience ◽  
Northern Greece ◽  
Primary School Teachers ◽  
Capital Development

<p><em>The purpose of this study was to examine Greek primary school teachers’ reported practices regarding culturally responsive teaching. A questionnaire with 29 items was constructed, based on a number of relevant international research tools. Participants were 187 primary school teachers, in Northern Greece. Exploratory factor analysis revealed three psychometrically robust factors, Utilization of students’ cultural capital, Development of culturally responsive learning environments and Collaboration with parents and differentiated teaching. Items with the highest mean score seemed to focus on the promotion of trust and respect among students, while those with the lowest score regarded mainly the use of students’ diverse cultural heritage in the classroom. Relevant training, experience with students from diverse cultural backgrounds and urbanity were the background variables that seemed to have some relation to certain aspects of culturally responsive teaching reported practices. </em></p>

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.

Culturally Responsive Teaching to Empower Indigenous Student Communities

2020 ◽  
pp. 1-30
Author(s):  
Ingrid N. Pinto-López ◽  
Cynthia M. Montaudon-Tomas ◽  
Marisol Muñoz-Ortiz ◽  
Ivonne M. Montaudon -Tomas
Keyword(s):  
Culturally Responsive Teaching ◽  
Personal Development ◽  
Culturally Responsive ◽  
Private University ◽  
Responsive Teaching ◽  
Cultural Backgrounds ◽  
Indigenous Students ◽  
Personal Experiences ◽  
Community Growth ◽  
The University

This chapter presents an example of culturally responsive teaching, CRT, in a private university in Puebla, Mexico. The university developed a program to integrate indigenous students into higher education programs promoting personal development and community growth. CRT has been used as a methodology that promotes inclusion in the classroom, helping students connect their cultural backgrounds in the new context. In the study, focus groups were conducted and students' narratives were collected based on their personal experiences during their stay at the university. Additionally, the CRT Survey was applied to a sample of professors who taught indigenous students in their courses.

Culturally Responsive Teaching to Empower Indigenous Student Communities

2021 ◽  
pp. 203-225
Author(s):  
Ingrid N. Pinto-López ◽  
Cynthia M. Montaudon-Tomas ◽  
Marisol Muñoz-Ortiz ◽  
Ivonne M. Montaudon -Tomas
Keyword(s):  
Culturally Responsive Teaching ◽  
Personal Development ◽  
Culturally Responsive ◽  
Private University ◽  
Responsive Teaching ◽  
Cultural Backgrounds ◽  
Indigenous Students ◽  
Personal Experiences ◽  
Community Growth ◽  
The University

This chapter presents an example of culturally responsive teaching, CRT, in a private university in Puebla, Mexico. The university developed a program to integrate indigenous students into higher education programs promoting personal development and community growth. CRT has been used as a methodology that promotes inclusion in the classroom, helping students connect their cultural backgrounds in the new context. In the study, focus groups were conducted and students' narratives were collected based on their personal experiences during their stay at the university. Additionally, the CRT Survey was applied to a sample of professors who taught indigenous students in their courses.

Using Postmodernism to Effectively Teach in Diverse Settings

2021 ◽  
pp. 239-253
Author(s):  
Rollin D. Nordgren
Keyword(s):  
Culturally Responsive Teaching ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
Culturally Relevant ◽  
Life Experiences ◽  
Responsive Teaching ◽  
Cultural Backgrounds ◽  
Culturally Relevant Curriculum

The challenges brought to classrooms are often exacerbated by a mismatch between teachers' cultural backgrounds and those of their students. This incongruity can be overcome through the use of culturally responsive teaching practices and the integration of culturally relevant curriculum. This chapter suggest the adoption of a postmodern mindset can also aid teachers in meeting the needs of all their students, particularly those with differing life experiences from their own. The author uses a postmodern framework for education that is adopted from Finland and aligns this with the tenets of culturally responsive teaching and also suggests the framework's alignment to culturally relevant curriculum.

A systematic review of culturally responsive teaching self-efficacy using confidence intervals

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Jemimah Young ◽  
Jamaal Young
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Preservice Teacher ◽  
Confidence Intervals ◽  
Culturally Responsive Teaching ◽  
Self Efficacy ◽  
Culturally Responsive ◽  
Responsive Teaching ◽  
Visual Interpretation ◽  
Literature Synthesis

Abstract Prior research fails to support the future implementation of culturally responsive teaching. We argue that imparting culturally responsive teaching practices in the curriculum is insufficient and that preservice teacher education should instead look to support the implementation of these practices in subsequent teaching. The purpose of this literature synthesis was to characterize preservice teachers’ culturally responsive teaching self-efficacy. Thus, the researchers focused on estimating normative scores for preservice teachers by calculating and comparing mean point estimates and 95% confidence intervals for the culturally responsive teaching self-efficacy (CRTSE) scale strength indices across studies. A total of 14 independent studies representing N = 1,026 preservice teachers and 21 independent measures of CRTSE were included in this literature synthesis. Preservice teacher mean scores on the CRTSE scale were characterized by visual interpretation of plots of the 95% confidence intervals. Based on the results, teacher educators can expect the average preservice teacher to be 70–83% certain of their ability to implement culturally responsive teaching. The data also indicate that CRTSE differs across preservice teacher specialization. Finally, the data also suggest that the representation of preservice teachers of color impacts the CRTSE score confidence intervals. Implications for teacher education, preservice teacher recruitment, and culturally responsive teaching are provided.

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