The Cultural Proficiency Continuum Dialogic Protocol: An Exploration of Preservice Teachers' Sociocultural Consciousness

• In Event: 45.078 - Toward Inclusive Practices in Professional Development Schools

Abstract

Professional Development Schools (PDS) are powerful contexts to develop curricular and pedagogical artifacts intended to meditate and develop teacher candidates’ sociocultural consciousness. Within a PDS context, I used Q-Methodology and Multicultural Education approaches to conceptualize and design the Cultural Proficiency Continuum Dialogic Protocol (CPCDP). The CPCDP is intended to give teacher educators the capacity to facilitate dialogue about sociocultural interactions that take place in majority-minority PreK-12 educative contexts. Qualitative and quantitative data analysis showed that the CPCDP is a viable tool to locate teacher candidates’ sociocultural gaps and competencies, i.e., their sociocultural consciousness. In this paper, results and findings are discussed regarding the process to design the CPCDP together with data yielded from the CPCDP during a feasibility/pilot study.

Author

• Dwayne Ray Cormier, The Pennsylvania State University