Preservice Teachers’ Evolving Knowledge and Practice toward Linguistically and Culturally Responsive Pedagogy

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.

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

Annual Review of Applied Linguistics ◽

10.1017/s0267190518000090 ◽

2018 ◽

Vol 38 ◽

pp. 194-200 ◽

Cited By ~ 1

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.

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

Action in Teacher Education ◽

10.1080/01626620.2015.1048007 ◽

2015 ◽

Vol 37 (3) ◽

pp. 223-237 ◽

Cited By ~ 10

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

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Culturally Responsive Pedagogy in Mathematics

Iris Journal of Scholarship ◽

10.15695/iris.v2i0.4808 ◽

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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Beliefs or Classroom Context: What Matters Most to Novice Urban Teachers’ Enactment of Culturally Responsive Pedagogy?

The Urban Review ◽

10.1007/s11256-021-00599-x ◽

2021 ◽

Author(s):

Kristina M. Valtierra ◽

Manya C. Whitaker

Keyword(s):

Culturally Responsive ◽

Culturally Responsive Pedagogy ◽

Urban Teachers ◽

Classroom Context ◽

Responsive Pedagogy ◽

What Matters

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Culturally Responsive Pedagogy and Academic Vocabulary Teaching and Learning: An Integrated Approach in the Elementary Classroom

TESL Canada Journal ◽

10.18806/tesl.v37i1.1334 ◽

2020 ◽

Vol 37 (1) ◽

pp. 51-62

Author(s):

Hetty Roessingh

Keyword(s):

Culturally Responsive ◽

Teaching And Learning ◽

Culturally Responsive Pedagogy ◽

Video Clip ◽

Linguistically Diverse ◽

Integrated Approach ◽

Elementary Classroom ◽

Academic Vocabulary ◽

Responsive Pedagogy ◽

Langue Seconde

Culturally responsive pedagogy (CRP) which provides a general framework for working with culturally and linguistically diverse learners has become the reality in the contemporary elementary classroom in Canada and around the world. This theory-to-practice article presents five research-based teaching practices which make a tangible impact on students’ academic vocabulary learning, their academic literacy, and longitudinal educational success. The author illustrates how this vocabulary can be identified, clustered, and contextualized within the frame of a thematic unit. The reader is invited to a classroom in Quebec via a video clip of a dual-language book project that illustrates how principles and practices of CRP can be applied in an FSL setting. La pédagogie sensible à la culture, fournissant un cadre de travail général quand on travaille avec des apprenants de cultures et de langues diverses, est devenue une réalité dans la salle de classe élémentaire contemporaine au Canada et dans le monde entier. Le présent article, de mise en pratique de la théorie, présente cinq pratiques d’enseignement fondées sur la recherche qui ont un impact tangible sur l’apprentissage du vocabulaire scolaire des élèves, sur leur littératie scolaire et sur leur réussite scolaire à long terme. L’auteur illustre comment on peut identifier ce vocabulaire, le regrouper et le contextualiser dans le cadre d’une unité thématique. Le lecteur est invité dans une salle de classe au Québec grâce à un clip vidéo qui montre un projet de lecture bilingue illustrant comment les principes et les pratiques de la pédagogie qui prend en compte les réalités culturelles peuvent être appliqués dans un contexte de français langue seconde.

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