Identity Development of Preservice Elementary Teachers as Teachers of Culturally Diverse Students

• In Event: Roundtable Session 6
  In Roundtable Session: Race, Culture, and Preservice Teacher Identities

Abstract

The differences of students based on ethnic backgrounds are becoming increasingly understood. However, a dearth of research on how teachers identify with cultural diversity in their classrooms exists. By using qualitative interviews of pre-service teachers at an urban university program, this study examines how pre-service teacher candidates perceive the role of cultural diversity affecting their instruction, and what instructional strategies they can use to close this gap. Disparaging themes emerged between candidates who identify as white Americans and those who identify with a different cultural background, indicating a need to include cultural responsiveness training in teacher preparation programs.

Authors

• Michael R. Scott, The University of Texas - Austin

• Katherine P. Dabney, Virginia Commonwealth University