Preservice Teachers' Experiences in Becoming Culturally Responsive Educators: An Action Research Case Study

• In Event: In the Intersection of Language, Culture, Pedagogy, and Teacher Preparation

Abstract

With the influx of multilingual learners in the U.S. public schools (Irvin et al., 2021), the role of critical reflection has become even more prominent in teacher preparation programs (Daniel, 2016) in order to disrupt preservice teachers’ (PSTs) biases regarding their perceptions of these learners and their families. However, to address the widening educational inequities and to enact more equitable teaching practices, PSTs ought to reflect on their pedagogical practices with the guidance of an educator-mentor (Salerno & Kiebler, 2015). Therefore, this presentation describes an action research case study that explored how one teacher preparation program implemented reflective and experiential practices in their graduate TESOL coursework in order to assist PSTs in systematically examining their beliefs about multilingual learners.

Authors

• Katya Koubek, James Madison University
  Presenting Author

• Stephanie A. Wasta, James Madison University
  Presenting Author