The Development of Novice Teachers' Culturally Responsive Classroom Management Practice

• In Event: 42.061 - Managing Classrooms: Beginning Teachers' Developing Emotions, Attitudes, and Beliefs and How They Translate Into Practice

Abstract

The purpose of this qualitative study was to examine how three novice teachers developed their culturally responsive classroom management practice. My analysis was organized around Rogoff’s three planes of analysis to understand how participation in each dimension of activity influenced one another and contributed and shaped the cultural community of the classroom and it’s members. The findings revealed that a teacher’s personal development as a culturally responsive teacher is influenced by one’s ongoing participation in the cultural activities of the classroom which include: social interactions with members of the classroom community, community oriented activities aimed at fostering the climate and culture of the classroom, support from colleagues and mentors, and the cultural values, practices and policies of one’s school.

Author

• Yelena Patish, University of Washington