Culturally Responsive Pedagogy for Teacher Candidates of Color in Teacher Education Programs

• In Event: Culturally Relevant Pedagogy and Diverse Teachers

Abstract

This research study uses culturally responsive pedagogy as a conceptual framework for exploring how teacher educators structure content, pedagogy, and classroom communities for teacher candidates of color at two model teacher education programs. 'Critically conscious' teacher educators’ pedagogy resulted in the following changes in teacher candidates of color: 1) facilitated an empowered view of their academic abilities and resources; 2) equipped them with critical epistemology to be "change agents" in public schools; and 3) provided them with a cultural and linguistic toolbox for instruction for all students. Findings suggest that 'critically conscious' teacher educators may increase the likelihood of teacher candidates of color becoming highly qualified and effective teachers in the future.

Author

• Conra D. Gist, University of Arkansas