Examining Student Teachers' Understanding and Enactment of Culturally Responsive Teaching in Urban Social Studies Classrooms

• In Event: 47.095 - MTCC Roundtable Session 19
  In Roundtable Session: 47.095-5 - Transforming Culturally Relevant Pedagogies During Field Experiences for Preservice Teachers

Abstract

This qualitative study examines student teachers’ understanding and enactment of culturally responsive teaching in urban middle and high school social studies classrooms. The purpose of the study is to examine and analyze the extent to which student teachers prepared in an urban-focused teacher education understand and enact transformative culturally responsive teaching in urban classrooms. To what extent do student teachers understand and effectively enact culturally responsive teaching in social studies? Classroom observation, documents, and researcher’s field notes were collected and analyzed. Preliminary findings reveal student teachers understand the theory and practice of culturally responsive teaching but ineffectively enact it. The study confirms the theory-practice disconnect and illuminates mitigating factors. Implications for teacher education practice are discussed.

Author

• Omiunota N. Ukpokodu, University of Missouri - Kansas City