Does Self-Reported Perceived Data Support Implementation Data in Preservice Teachers?

• In Event: 34.095 - MTCC Roundtable Session 11
  In Roundtable Session: 34.095-10 - Exploring Innovations: School, Classroom, and Teacher Perspectives

Abstract

This study sought to address effective methods of best practice acquisition in regards to Culturally Responsive Teaching (CRT) techniques in mathematics. The participants were preservice teachers in grades PreK – 9 in a large Midwestern university. In order to infuse the CRT techniques into traditional university classroom assignments, the researchers adopted graphic organizers for textbook and literature review, websites and videos, as well as practice lesson plans implementing CRT techniques. Results indicate knowledge regarding CRT techniques and self-efficacy were improved, but mixed ability to apply CRT techniques were observed in actual practice.

Authors

• Leah Herner-Patnode, The Ohio State University - Lima

• Hea-Jin Lee, The Ohio State University - Lima