A Multidimensional Field Experience Model for Preparing Preservice Teachers' Culturally Responsive Teaching

• In Event: Moscone Center West Roundtable Session 5
  In Roundtable Session: Preparing Teachers to Teach Critically

Abstract

Drawing on the conceptual framework of CRT competency and the constructivist learning theory, the present study investigated the impact of a field experience model on developing pre-service teachers’ Culturally Responsive Teaching (CRT) competency. This model was comprised of multi-dimensional activities including classroom observations and interactions with English language learners (ELLs), community walk, community event, interviewing mentor teachers, and critical reflections. The data was collected through a triangular process including PSTs’ (N=10) reflections, course projects, and interviews with PSTs. The results indicated that this model enriched PSTs’ knowledge about ELLs, positively changed PSTs’ attitudes and beliefs towards ELLs, and developed their potential abilities in CRT.

Authors

• Xueyan Hu, China Three Gorges University

• Zhihong Xu, Texas A&M University - College Station

• Monica Vasquez Neshyba, Texas A&M University - College Station

• Zihan Geng, Texas A&M University - College Station