Preparing Culturally Responsive Teachers: The Role of Anchor Courses and Program-Wide Integration

• In Event: Toward a Just Teacher Education: Examining Healing Pedagogies, Collaborative Practices, and Equity Dispositions

Abstract

This study examines the effects of diversity-focused anchor courses integrated within a program-wide adoption of culturally responsive (CR) teaching principles on preservice teachers' culturally responsive teaching outcome expectations (CRTOE). Grounded in Gay's (2000, 2002) CR framework, the study employs a predictive correlational design to examine the relationship between programmatic factors and CRTOE among 249 preservice teachers. Findings indicate that completing an anchor course while progressing through the teacher preparation program are predictive of higher CRTOE. The study highlights the potential of well-designed anchor courses and coordinated curriculum in fostering preservice teachers' beliefs and expectations about CR teaching. Implications for teacher education programs committed to preparing culturally responsive educators and promoting just education renewal are discussed.

Authors

• Donna Wake, University of Central Arkansas

• Jessica Herring Watson, University of Central Arkansas

• Matthew White, University of Central Arkansas