Developing Culturally Responsive First-Year Teachers for Urban Schools

• In Event: Issues in Urban Teacher Education

Abstract

The Professional Development School (PDS) model has been utilized by U.S. colleges of education in collaboration with school districts as an innovative approach to prepare culturally responsive teachers. Specifically, the PDS model targets those who will teach in urban schools as a means to better serve racially and ethnically heterogeneous student populations. However, there is insufficient research on how the PDS model operates effectively to produce culturally responsive teachers. The present study utilizes qualitative inquiry to explore the development of first-year teachers who graduated from a PDS partnership program to determine their culturally responsive practice in the urban school setting. Additionally, the study sheds light on the PDS program characteristics that contribute to its efficacy.

Authors

• Binbin Jiang, Kennesaw State University

• Kathy Annis

• Mark Baker

• Mark Lang, Smitha Middle School

• Victoria Doll, Cobb County School District

• Marie Holbein, Kennesaw State University