Critical Reflections on Culturally Relevant Teaching Readiness in an Increasingly Diverse and Technology-Enhanced Educational Landscape (Poster 21)

• In Event: Saturday Poster Session 1:15 pm
  In Poster Session: Enhancing Teacher Efficacy Through Collaboration and Evaluation

Abstract

This study investigated two female adjunct instructors’ reflections on their culturally relevant teaching practices at a predominately white institution. Grounded in community of practice and critical philosophical inquiry, two authors reflected on how they were preparing preservice teachers to increase their knowledge of culturally relevant teaching practices (CRTP) with technology in their teacher preparation program. Findings revealed that both authors developed skills in incorporating tech-enhanced CRTP in curriculum design and classroom instruction to advance their preservice teachers’ readiness to teach in a more diverse urban setting. Their efforts helped them to reclaim and practice their individual agency as they transitioned from female, racially-minoritized doctoral students to equity-focused scholar-practitioners and teacher-educators.

Authors

• Elissa W. Frazier, Loyola University Chicago

• Wenjin Guo, Xi'an University of Architecture and Technology