Exploring Culturally Responsive Perspective Transformation in Oregon Teacher Education Program Graduates

• In Event: Teacher Perspectives on Culturally Based Teaching

Abstract

This study investigated what experiences and activities teacher education program (TEP) graduates attributed to developing perspective transformation regarding culturally responsive pedagogy (CRP). It examined the perceptions of Oregon TSPC approved TEP graduates from 2020-2023 across four different universities. This was a mixed methods explanatory sequential study, which included a quantitative survey and qualitative interviews. The following learning activities were found to be statistically significant to developing perspective transformation regarding CRP: (a) reflection exercises, (b) assigned readings, and (c) class activities. Additional findings suggest opportunities exist to further support graduates in applying CRP by further building cultural competence and supporting preservice teachers in moving beyond a static definition of CRP.

Author

• Nicole Soriano, Morningside University