Critical Incidents Affecting Preservice Teacher Candidates' Understanding of Culturally Relevant Pedagogy

• In Event: 60.054 - Teaching Culturally Responsive Pedagogy in Teacher Education

Abstract

The objective of this study was to investigate critical incidents that affected preservice teacher candidates’ conceptual understanding of culturally-relevant pedagogy. Qualitative methods were employed to collect and analyze data. Results showed that critical incidents were those eliciting a high degree of emotion from candidates, occurred within relationships, and were race related. Implications of this study indicate that candidates must be in community with others who are striving to help the children in the community succeed. The experiences, readings, and discussions that occur in preservice teacher education must be facilitated by instructors who are knowledgeable about the community and have the skills to move candidates’ thinking forward related to culture, race, poverty, and social justice.

Authors

• Susan Tancock, Ball State University

• Eva M. Zygmunt, Ball State University

• Jon M. Clausen, Ball State University

• Winnie Mucherah, Ball State University

• Patricia Clark, Ball State University