Teacher Preparation, Accreditation, and Surveys: Preservice Teachers' Culturally Responsive Beliefs and Practices

• In Event: Roundtable Session 11
  In Roundtable Session: Examining Equity by Assessing the Efficacy of the Preparation of Culturally Responsive Teachers

Abstract

The Council for the Accreditation of Educator Preparation (CAEP) requires teacher preparation programs in the United States (U.S.) to document their ability to produce teachers who can effectively promote the learning of a diverse P-12 student population (CAEP, 2013). A key component is the use of multiple measures that meet quality standards for accreditation use. Among others, surveys are identified as a valid accreditation measure to examine program effectiveness. The purpose of this study was to examine key considerations related to their use to measure teacher candidate dispositions towards culturally responsive teaching practices. Study findings identify key factors associated with their use to guide programmatic and accreditation decisions.

Author

• Jason C. Immekus, University of Louisville