Educators' Perceptions of a School District–University Professional Development Initiative Focused on Culturally Responsive Pedagogy

• In Event: Collaboration, Community, and Critique: Seeking Wisdom Within School, University, and Community Research

Abstract

The purpose of this research was to study teachers’ perceptions of a school district-university professional development initiative focused on culturally responsive pedagogy. The authors of this paper believe examining teachers’ perceptions as they engage in the professional development process is essential to fostering culturally responsive teachers in the classroom. Through a series of semi-structured interview and focus group sessions at each school site, a rigorous two-phase deductive to inductive analysis was completed. The findings include key understandings of culturally responsive pedagogy identified by the teachers: 1) the complex conditions outside of school that impact inside of school factors; 2) the move from reporting to supporting culturally responsive praxis; and 3) a strategic planning process to support a culture of change.

Authors

• Leanne M. Evans, University of Wisconsin - Milwaukee

• Kelly R. Allen, University of Wisconsin - Milwaukee

• John M Knapp, University of Wisconsin - Milwaukee

• Alanna Malloy, University of Wisconsin - Milwaukee

• Crystasany Renee Turner, Erikson Institute

• Donna Pasternak, University of Wisconsin - Milwaukee