Increasing Teacher Self-Efficacy for Culturally Responsive Teaching Through Children's Literature and Visioning in a Professional Learning Partnership

• In Event: AERA Graduate Student Research-in-Progress Roundtable Session 2
  In Roundtable Session: Centering Equity, Cultural Responsiveness, and Bias Awareness in Professional Learning (Table 11)

Abstract

This case study describes a professional partnership between a first-grade teacher and a graduate student/researcher as they navigate teaching reading in culturally responsive ways. Teacher interviews, observations, classroom artifacts, and visioning reflections are examined for the purpose of identifying the space between ideal and actual culturally responsive practices. The study is conceptually framed by Visioning (Hammerness, 2003) and Culturally Relevant/Responsive/Sustaining Pedagogy (Ladson-Billings, 2021; Alim & Paris, 2017). Preliminary findings indicate the possibilities for using visioning to guide conversations to further teacher development in culturally responsive pedagogy.

Author

• Amy Taylor Santos, University of Delaware