Teachers' Perceptions of Culturally Responsive Practices in the Context of Professional Development

• In Event: Professional Development in Culturally Relevant Pedagogy for In-Service Teachers

Abstract

This study examines teachers’ perceptions about culturally responsive practices within the context of a year-long, coaching-based professional development (PD) initiative. Teachers participated in a summer institute, follow-up meetings, and school-based coaching. Pre- and post-professional development interviews each were conducted with 25 K-8 teachers to discern their definitions of culturally responsive instruction and their perceptions about their implementation of culturally responsive practices. Teachers’ definitions most heavily focused on classroom relationships and knowing their students, before and after PD, but post-PD definitions were more specifically focused on connecting knowledge of students to instruction. Analysis of instructional techniques mentioned in post-definitions, successes, and changes suggested that teachers’ instruction had shifted in important ways to support language and literacy development for English learners.

Authors

• Susan Cantrell, University of Kentucky

• Kristen H. Perry, University of Kentucky

• Shannon O. Sampson, University of Kentucky