Preparing Preservice Teachers to Meet Culturally and Linguistically Diverse Students’ Needs Through Culturally Sustaining Pedagogy

• In Event: AERA Poster Session Wednesday 7:45am
  In Poster Session: Lives of Teachers SIG Poster Session

Abstract

This qualitative self-study research explored the preparation of preservice literacy teachers to teach culturally and linguistically diverse students using a culturally sustaining pedagogy (CSP) framework in pedagogy and advanced methods courses. Data sources included the course curricula, preservice teachers’ lesson plans and growth statements, and teacher educators’ reflections. Results indicated that teacher educators lived experiences and professional insights informed their practice and pedagogy, influencing how they taught preservice teachers to integrate CSP in their teaching at the same time that they were guided by the state standards and their teacher education college framework. This study emphasized the role and practice of teacher educators in transforming classroom culture and learning experiences to better foster equitable educational experiences.

Authors

• Tala M. Karkar Esperat, Eastern New Mexico University

• Tsitsi Nyabando, Eastern New Mexico University