Contextual Anchoring Is More Than Learner Interests

• In Event: Fairmont Roundtable Session Five
  In Roundtable Session: Teacher Beliefs, Agency, Identity, and Knowledge (Table 11)

Abstract

This paper presents findings of a study that examines preservice teachers’ beliefs and practices towards integrating contextual anchoring into their lessons. The study draws from the sociocultural theory and culturally relevant pedagogy framework which center cultural practices and experiences as essential for student learning. The study takes a mixed methods approach. Data is gathered through teacher surveys, observations of classroom practices, and lesson plans. The findings suggest that teachers’ beliefs and practices are directed towards implementing more generally effective, rather than culturally relevant, practices. Therefore, teachers tend to provide anchoring opportunities connecting content to student interests rather than student cultural knowledge and languages. The findings could support teachers in integrating the different forms of contextual anchoring into their instruction.

Authors

• Brian A. Williams, Florida International University
  Presenting Author

• Maria Auxiliadora Cerrato, Georgia State University
  Presenting Author

• Diane M. Truscott, Georgia State University
  Non-Presenting Author

• Stephanie Byrd, Georgia State University
  Non-Presenting Author

• Nancy Jo Schafer, Georgia State University
  Non-Presenting Author

• Gary E. Bingham, Georgia State University
  Non-Presenting Author