Building Empowerment: Teacher Engagement in Culturally Responsive Practice Centers

• In Event: Professional Development in Culturally Relevant Pedagogy for In-Service Teachers

Abstract

This paper responds to the research question, “What behaviors are observed when teachers feel empowered and engaged in culturally-based pedagogy?” Presented through case study reporting, data includes questionnaire responses, observational field notes, and transcriptions of audio-recordings of interviews or focus groups of the consenting teachers, administrators, and interns. The theoretical framework centers on an understanding of teacher behavior and how those behaviors bring about engagement, empowerment, and collaboration. Preliminary findings indicate 1) there are barriers to engagement and collaboration in the early stages of designing and organizing professional development, and 2) there is a lessening of the barriers and tensions among the participants as the projects began to come together and participants engage in the work.

Authors

• Donna Pasternak, University of Wisconsin - Milwaukee

• Leanne M. Evans, University of Wisconsin - Milwaukee

• Xinzhi Wu, University of Wisconsin - Milwaukee

• Sarah D. Harris, University of Wisconsin - Milwaukee

• Calvin Lewis, University of Wisconsin-Milwaukee

• Molly A. Wolk, Boise State University