Examining the Culturally Responsive Pedagogical Orientations of Preservice Teachers in an Alternative Route to Certification (Poster 4)

• In Event: AERA Poster Session Twelve
  In Poster Session: Teacher and Teacher Preparation Poster Session One

Abstract

Traditional and alternative route (AR) teacher preparation programs serve important roles in preparing teacher candidates for effective practice in culturally responsive pedagogy (CRP) to support the education of multilingual students. Using qualitative and quantitative methods, we critically examine AR teacher candidates’ CRP practices through the Prior Learning Assessment—a portfolio-based assessment eliciting teacher candidates’ prior learning, classroom experiences, and rationale for future practice—for evidence of CRP knowledge and application. Results indicate that a substantial proportion of teacher candidates are supportive of student academic achievement and aware of the roles of culture in education, multi-dimensional uses of resources, collaborations, and sociopolitical contexts. However, for many, teacher-centeredness and transmission-based approaches to teaching dominate thinking about their future classrooms.

Authors

• Dustin Sonny James Van Orman, Western Washington University
  Presenting Author

• Kira J. Carbonneau, Washington State University
  Presenting Author

• Yuliya Ardasheva, Washington State University - Tri Cities
  Presenting Author

• Lindsay K. Lightner, Washington State University
  Presenting Author

• Gisela Ernst-Slavit, Washington State University - Vancouver
  Presenting Author

• Judith A. Morrison, Washington State University
  Presenting Author

• Steven Morrison, Washington State University
  Presenting Author