Learning about Culturally Responsive Teaching: A Multiple Casestudy on the Implementation Process of a PD Program

• In Event: European Challenges of Social-Cultural Diversity in Education

Abstract

Teachers tend to be resistant towards discussing interculturality in the classroom and seem to feel unprepared to teach in culturally diverse classrooms. Effective professional development programs on diversity are therefore needed. However, running such programs is often not effortless. For professional development programs to be effective previous studies discerned three elements that need to be considered, namely teacher features, the learning activity and school features.
In this study we investigated which mechanisms involving teacher features, the learning activity, and school features, played a role in the process of organizing and running a PD program on culturally responsive teaching (CRT). The program was set up in close collaboration with the participating school leaders and teachers.
A case-study methodology was applied. Two urban schools participated. Six teachers and three team leaders were interviewed to gain in-depth information on hindering and stimulating factors of a PD program on CRT. The results revealed a number of mechanisms that may be needed to successfully organize and run a PD program on CRT, i.e., 1) concordance between teacher and school level beliefs and goals on cultural diversity and the perspective of the PD program, 2) concordance between the learning needs of teachers and the goals of the PD program, 3) a sense of urgency regarding CRT, 4) clearly defined roles and responsibilities of management members regarding the communication about the PD program on CRT, and 5) the involvement of a management member in the PD program. The results offer starting points for supporting schools and teacher educators to address teacher challenges and resistance towards discussions on interculturality in culturally diverse classrooms.

Authors

• Sabrina Alhanachi, Erasmus University Rotterdam

• Lonneke A.L. de Meijer, Erasmus University Rotterdam

• Sabine Severiens, Erasmus University Rotterdam, the Netherlands