The Role of Culturally Responsive Instructional Design in the Preparation of Preservice Teachers

• In Event: Technology as a Course Innovation: Insights From Diverse, Urban Preservice Teacher Education Programs

Abstract

This presentation will chronicle the development and implementation of a framework for creating online learning experiences that are culturally responsive. Using a framework which we refer to as Culturally Responsive Instructional Design, this work builds off of the Cultural Modeling Framework of Lee (2003) and the work of Joseph (2009) regarding the development of culturally relevant technology-based learning environments. Drawing upon findings from the field of culturally responsive teaching as well as research regarding instructional design, this work describes the design and delivery of an on-line course in child development to 325 preservice teachers enrolled in a national teacher preparation program for preservice teachers who work exclusively in urban charter schools.

Theoretical Framework

Bogard & Takanishi (2005) highlight the importance of preservice teacher’s knowledge of child development as being critical to their preparation. Research within the field of culturally responsive teaching, however, argues that preservice teachers’ understanding of how children develop is predicated not solely on their knowledge of developmental theories, but on their opportunities for critical reflection and dialog regarding issues of race, culture, poverty, and social justice. Descriptions of the use of culturally responsive design principles typically involve the use of computer-based tools that are supplementary to traditional classroom instruction. These principles then serve to guide the creation of learning tools that support other pedagogical practices that may be used in a given classroom. As a result, critical aspects of standard pedagogy (such as the assessment of prior knowledge or the summative assessment of student learning) are not necessarily achieved through the tools. It is argued that when designing learning environments that are exclusively online, an expanded framework is required to achieve the goals associated with the use of culturally responsive design principles.


Data Sources and Methodology

Using a framework which we describe as culturally responsive instructional design, we chronicle our efforts to create a course for preservice teachers who, in large part, would be teaching children from racial and ethnic groups different from their own. In this work, we describe our methods for the selection of course readings, our process for identifying and incorporating authentic classroom videos, our method of design and delivery of podcasts, and our process for structuring online discussions. Additionally, a key feature of this work is our design and implementation of an online student assessment system that assesses not only preservice teachers’ knowledge of child development but their change in dispositions regarding teaching children of diverse backgrounds.

Significance of the Findings

Student assessment data revealed significant increases in preservice teachers’ knowledge of child development as well as significant changes in their dispositions regarding teaching children of diverse backgrounds. This work serves as a model for others designing or modifying courses aimed at preparing teachers of all races, genders, and socioeconomic backgrounds to educate diverse classrooms.

Authors

• Gess LeBlanc, Hunter College - CUNY

• Sherryl B. Graves, Hunter College School of Education