New Teachers' Conceptual Understanding of Culturally Responsive Teaching and Their Readiness to Use This Pedagogy

• In Event: 32.082 - Roundtable Session 11
  In Roundtable Session: 32.082-3 - Multicultural/Multiethnic Education: Culturally Responsive Teaching and Instruction

Abstract

This project investigated new teachers’ conceptual understanding of culturally responsive teaching (CRT) and their readiness to use this pedagogy in class. The readiness to use this pedagogy was measured by the amount of preparation from the teacher education program and school districts’ professional development support. Twelve new teachers participated in a one-to-one interview in this project. Data was analyzed qualitatively and measures were taken to ensure trustworthiness of the findings. The findings showed that some new teachers understood CRT in a simplistic way and view CRT as cultural celebration that is disconnected from academic learning. Document reviews and participants’ feedback revealed that they had not been well-prepared in this salient area.

Authors

• MOI MOOI LEW, Western Michigan University

• Regena F. Nelson, Western Michigan University