Teacher Preparation for Culturally Relevant Education: A Research Synthesis

• In Event: Transformative Designs for Equity: Teacher Education Pathways Across Communities and Contexts

Abstract

The purpose of this qualitative synthesis is to examine the empirical research on U.S. teacher candidates’ (TCs) perceptions and experiences in teaching Black, Indigenous, and People of Color (BIPOC) learners in the context of culturally relevant education (CRE). Sixty studies published between 2005 and 2024 met the criteria for inclusion in the synthesis. The findings are organized into six overarching themes: (a) teacher identity development, (b) harnessing students’ academic identities, (c) affirming students’ bilingual identities, (d) cultivating students’ identities as agents of social change, (e) recognizing students, families, and communities as knowledgeable resources, and (f) voluntary critical self-reflection. Findings underscored the importance of examining TC viewpoints and experiences in CRE implementation to inform their preparation for practice.

Authors

• Naheed Abdulrahim, University of Nebraska at Kearney

• Michael John Orosco, University of Kansas

• Shahlo Mamedova, University of Kansas