Infusing Teacher-Preparation Curriculum With Case-Based Instruction Focused on Culturally Responsive Pedagogy

• In Event: Analyzing Critical Issues in Language Teacher Education

Abstract

To maximize teacher candidates (TCs) learning about culturally and linguistically diverse (CLD) students, we, a group of faculty with CLD expertise, collaboratively developed Case-Based Instructional Modules (Language, Identity, Family, Assumptions). We implemented the Modules in two teacher preparation courses and, aligned with the goals of design research self-study, examined the Modules’ impacts on TCs’ learning, self-efficacy, attitudes, and transfer of learning to novel contexts using mixed-methods approach comparing the Modules’ effectiveness under two delivery modes. Results indicated that both instructor-facilitated and instructor-supported approaches to CBI elicit similar positive attitudes towards learning and are effective in enhancing TCs’ learning, but not transfer. When TCs’ analyses of cases were instructor-supported, however, there were some missed opportunities for learning.

Authors

• Yuliya Ardasheva, Washington State University - Tri-Cities

• Sarah Newcomer, Washington State University - Tri-Cities

• Yun-Ju Hsiao, Washington State University - Tri-Cities

• Shannon M. Calderone, Washington State University - Tri Cities