From Recall to Resolve: Supporting the Development of Culturally Responsive Preservice Teachers in a Language Arts Methods Course
1 online resource (193 pages) : PDF
University of North Carolina at Charlotte
The need for culturally responsive teachers in an increasingly diverse educational system is paramount. The purpose of this study was to investigate preservice teachers' developing understandings of culturally responsive pedagogy in a language arts methods class over the course of one semester. The study also sought to explore the relationship between preservice teachers' cultural background and their receptiveness to culturally responsive pedagogy. Using the Critical Matrix of Literacy Domination as a guiding framework, this case study employed the use of innovative classroom practices designed to promote culturally relevant pedagogy within undergraduate literacy classes for preservice teachers. Data analysis revealed four major findings: 1. The Role of Cultural Background, 2. Personal Connections and the Desire to Help Others, 3. Understandings about Culturally Responsive Teaching, and 4. Clinical Experiences. Participants in the study progressed through three distinct stages-Recall, Reflect, and Resolve- related to the acquisition of culturally responsive pedagogical practice. There was also a suggestion within the data of the need for a fourth stage, React. These findings suggest a relationship between cultural background and receptiveness to culturally responsive teaching; a call for ongoing support and professional development regarding culturally responsive pedagogy for preservice teachers; and a need for diverse field experiences. Additionally, strong connections between the developmental stages coined, The Three R's, and corresponding levels within the revised Bloom's Taxonomy promote the existence of a developmental process involved in the procurement of culturally responsive pedagogy.
CULTURALLY RESPONSIVE PEDAGOGYLITERACY EDUCATIONPRESERVICE TEACHERSURBAN EDUCATION
Curriculum & Instruction
Taylor, D. Bruce
Lewis, ChanceStarker, TehiaAbrams, Lyndon
Thesis (Ph.D.)--University of North Carolina at Charlotte, 2013.
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