Developing Culturally Responsive Teaching Through Diverse Texts in Preservice Teacher Education

• In Event: AERA Roundtable Session 6
  In Roundtable Session: Teacher Education Pedagogy: Applying Student-Centered Approaches for Learning

Abstract

This qualitative case study (Merriam, 2016)using criterion sampling (Patton, 2002), focused on eleven preservice teachers who developed lesson plans specifically focused on issues of race and ethnicity in their Diverse Learners course from a critical children’s book review assignment in their Teaching Literacy course. The research question was: In what ways, if any, did teacher candidates demonstrate their understanding of culturally responsive teaching (CRT) practices through their application of the framework in their interdisciplinary coursework? Compiling the assignments and reflections for each teacher candidate, it was clear that the strength and sophistication of CRT strategies varied across candidates, but not within a candidate’s work. This can inform future revisions in the coursework to strengthen the application of CRT.

Authors

• Suzanne L. Porath, Kansas State University

• Della Ruth Perez, Kansas State University