Student Teachers' Perspectives Learning Culturally Responsive Teaching During University-Based Teacher Preparation

• In Event: Fairmont Roundtable Session Five
  In Roundtable Session: Culturally Responsive/Relevant Teaching Across Contexts (Table 8)

Abstract

Many teacher candidates in university-based teacher preparation programs grapple with complexity as they learn about and practice culturally responsive teaching (CRT). Drawing on CRT literature and white teacher identity studies, this study examined student teachers’ (STs’) understandings of CRT during teacher preparation course work and field placements. Findings reveal that STs understood CRT in different ways. How CRT connected (or not) with STs’ identities including peers and family, beliefs, broader sociopolitical contexts, and field placements impacted STs’ discourse about CRT. The extent to which STs self-reported practicing critical self-reflection appeared to influence how STs viewed CRT as a pedagogical tool or mindset. Implications for teacher educators’ work with candidates and CRT during university-based teacher preparation in differentiated contexts is discussed.

Author

• Danielle M. Carrier, University of Southern Mississippi
  Presenting Author