STEM Teacher Candidates Perceptions of a Culturally Responsive Classroom Management Course: A Qualitative Analysis

• In Event: Culturally Responsive Classroom Management: Improving Outcomes for Diverse Students

Abstract

Pre-service teachers often report lacking training in classroom management, with specific gaps in a community-based culturally responsive classroom management (CRCM) implementation. This qualitative analysis explores experiences of fifteen novice teacher candidates placed in urban classrooms while concurrently taking a CRCM course at a Tier 1 research university in a diverse urban center. Teacher candidates completed the CRCM course concurrently with student teaching and explored topics of student culture, CRCM, and building community. Two key themes, culturally responsive teacher attributes and positive classroom environment emerged from course artifacts, highlighting the value of the course and its practical application. Implications for teacher education and classroom management course offering will be explored.

Authors

• Karen E. McIntush, University of Houston

• Paige K. Evans, University of Houston

• Ramona Mateer, University of Houston