Preservice Teachers' Perspectives on Culturally Relevant Read-Alouds

• In Event: Moscone Center West Roundtable Session 12
  In Roundtable Session: Reading the Word and Writing the World: Critical Literacies and Equity in Teacher Education

Abstract

Despite the esteem we in teacher education programs hold for culturally relevant teaching (CRT), few examples with preservice teachers (PST) of the practice have been found (Gay, 2015; Téllez, 2002). This study deepens our understanding of PST development of the ideology and practice of CRT. We conducted a case study using read-alouds as a concrete pedagogical method in order to practice CRT. We explored their understanding and implementation of CRT, their students’ responses to the read-aloud, and how practicing CRT through a concrete pedagogical method influenced their use of CRT in read-alouds into their first year of teaching. Our findings provide insight as to how to support the ongoing implementation of CRT by PST and novice teachers.

Authors

• Jolene Castillo, Denver Public Schools

• Kip T. Tellez, University of California - Santa Cruz