Critical Reflection, Generative Thinking, and Funds of Knowledge: A Culturally Responsive Mentorship Model

• In Event: Fairmont Roundtable Session Seventeen
  In Roundtable Session: Reshaping Teacher Education Through Funds of Knowledge (Table 6)

Abstract

The 21st-century demands on education have created pressures for teachers to prioritize standardized testing. We must rethink teacher education, especially as new teachers transition into the classroom. The current paper aims to propose a culturally responsive mentorship model to support teachers’ ability to use critical reflection, generative thinking, and funds of knowledge to transform their pedagogy to support their linguistically and culturally diverse students. Teachers spend more time teaching the curriculum and less time bridging the school-home connection with students, disproportionally affecting students from culturally and linguistically diverse backgrounds (Ball, 2009; Bryan, 2021; Zeichner, 2016). The growth in culturally and linguistically diverse students has brought attention to the lack of authentic, culturally responsive pedagogies in the classroom.

Authors

• Mayra Marquez-Mendez, University of Nevada - Las Vegas
  Presenting Author

• Lisa D. Bendixen, University of Nevada - Las Vegas
  Presenting Author