Facilitating Faculty Conversations Around Culturally Responsive Pedagogies Through the Accreditation Process

• In Event: Advocating for Teaching and Learning Within the Context of Continuous Improvement

Abstract

This self-study used a mixed methods research methodology to examine ways that teacher educators engaged in crucial conversations during their accreditation process. Faculty first examined quantitative findings related to a key assessment tool. Findings revealed a significant discrepancy in faculty-wide understandings of Culturally Responsive Pedagogy (CRP). Faculty then met in small and large groups to take a deep look at the way their school of education took up, taught, and measured CRP. Meeting transcripts, notes, and email correspondence were analyzed qualitatively to locate ways that faculty acknowledged the problem, recommitted to the core ethos of CRP, and found ways to bring enhanced understandings of and appreciation for CRP into their teacher education programs.

Authors

• MaryBeth Schaefer, St. John's University

• Maria Paula Mello, St. John's University

• Aliya Holmes, St. John's University