Exploring Preservice Teachers' Perceived Levels of Preparedness for Culturally Responsive Teaching

• In Event: Honing Humanizing Practices: Nurturing Resilience, Mindfulness, and Justice in Teacher Education

Abstract

Our work is a response to the call for teacher preparation programming to develop preservice teachers’ culturally responsive teaching (CRT) knowledge and skills as a way to realizing equity in education. In fall 2020 we launched a multi-phase, mixed-methods study designed to 1) understand preservice teachers’ perceived levels of preparedness to enact culturally responsive teaching; 2) understand preservice teachers’ meanings of culturally responsive teaching; and 3) understand what experiences preservice teachers identify as influential in affecting levels of preparedness of culturally responsive teaching. This paper shares our quantitative findings, the insights gained for the qualitative components of our study, and considerations for teacher preparation programming.

Authors

• Jennifer B. Chauvot, University of Houston

• Ananthi Sankaranarayanan, University of Florida

• Jeannette Driscoll Alarcón, The University of Houston