Exploring Cultural Competence in Preservice Teachers: A Sequential Mixed Methods Study in Teacher Preparation Programs

• In Event: AERA Roundtable Session Saturday 11:40 am Four Seasons Ballroom 2-3
  In Roundtable Session: Transforming Teacher Education: Equipping Educators for Inclusive and Diverse Classrooms (Table 5)

Abstract

Culturally competent teachers are in high demand as the number of culturally and linguistically diverse (CLD) student populations increases in the U.S. Previous studies investigating teacher preparation programs through the lens of cultural competence examined its application in
early childhood and elementary undergraduate programs, in an ESOL and literacy methods course, and in a study abroad program. Because questions were left unanswered concerning the factors affecting preservice teachers’ perceptions of being culturally competent to teach culturally and linguistically diverse (CLD) students, this study used an explanatory sequential mixed methods approach to explore such factors. The findings stress the need for continuous, intentional efforts in equipping teachers with skills to meet the increasing demand for quality education for CLD students.

Authors

• Clarisse Halpern, Florida Gulf Coast University

• Burhan Ozfidan, Florida Gulf Coast University