Preparing Efficacious Culturally Proficient Teachers: A Quantitative Analysis of a Teacher Education Program

• In Event: P12 Persistence in Response to Just Education Resistance: Practitioner Scholarship as a Revolutionary Act

Abstract

The purpose of this quantitative cross sectional research study was to explore the relationship between a private liberal arts university’s Teacher Education Program (TEP) and the cultural proficiency perceptions of preservice teachers. The research included a cross section of frameworks involving cultural proficient leadership, culturally responsive teaching, CRT, and servant leadership. Considering the important role of culture, and the increasing diversity amongst today’s student population, this research sought to understand culturally proficient leadership and its implications for the preparation of preservice classroom teachers. This issue is of particular importance to study now because of the projections for the continued growth in the cultural diversity of US students, and the current educational climate including efforts to challenge diversity, equity, and inclusion efforts through actions to ban Critical Race Theory (CRT service teachers. This study involves using a reliable survey instrument to compare preservice teachers' perceptions of their culturally responsive teaching and classroom management efficacy relative to their status within the TEP. The research findings may affirm the teacher education program’s interests to continue their efforts to prepare successful culturally proficient practitioners in spite of challenges to CRT. They may also help the program consider additional ways to develop the culturally responsive classroom management efficacy of its preservice teachers. Furthermore, the solutions present a roadmap for responding to the research findings in a practical way supporting intentional improvements to the TEP in manageable intervals, with opportunities for adjustment as additional lessons are learned along the way.

Author

• Antwan Wilson, DSST Public Schools