Learning to Teach Where You Are: An Investigation of Culturally Responsive Teacher Preparation in Alaska’s Universities

• In Event: Critical Place-Based Pedagogies in Teacher Education

Abstract

The research completed for this paper examines current practices relative to preparing context-responsive teachers in Alaska’s teacher certification programs. Context-responsive teaching is defined in this project as teaching that responds to individual student needs and interests, linguistic backgrounds and family characteristics, the local community and the local natural environment and consolidates into one concept the pedagogical knowledge, skills and dispositions associated with culturally responsive teaching, place-based teaching, differentiated instruction, and purposeful collaboration with parents, families and communities. Current practices at three institutions are examined in relation to a literature-based framework of “best practices” in context-responsive teacher preparation. Following a discussion of the evolution and execution of this mixed-methods investigation, nine research-based recommendations are offered for strengthening context-responsive teacher preparation.

Author

• Amy Vinlove, The University of Alaska - Fairbanks