When Beginning Teachers Misunderstand Culturally Relevant Pedagogy: Difficulties in Enacting a Community-Focused Induction Program

• In Event: Different Perspectives on Induction: The Teacher, the Program, and the National Context

Abstract

As part of a larger grant-funded project called The Novice Teacher Project , the study draws upon data from first-year white teachers who participated in a structured induction program focused on building culturally relevant pedagogy by learning about the assets of a specific community of color. In particular, this article uses data to theorize reasons why some white beginning teachers fail to tap into community cultural wealth even after participating in a year-long mentoring program focused on doing exactly that.

Authors

• Brie Morettini, Rowan University

• Jeremy Glazer, Rowan University