Building Cultural Competence: Using Design-Based Research and Teacher Inquiry to Study Teacher Educator Practice

• In Event: Poster Session 13
  In Poster Session: Relationships Between Preservice Teacher Preparation and Practice

Abstract

In this session we describe one novice teacher educator’s journey to study her own teaching practice using a combination of design-based research (DBR) and teacher inquiry. A research team composed of two teacher educators (one doctoral student and her supervisor) used a series of DBR phases (inquiry cycles) to analyze preservice teacher learning, adapt instruction to address identified gaps, and reflect on future actions. The content focus in this study was the infusion of cultural competence and differentiation into an existing course on technology. In this session we present not only the findings from this study, but a process that other novice teacher educators might use to systematically study their own courses to improve the learning of their students.

Authors

• Krista Ruggles, University of Florida

• Alyson J. Adams, University of Florida