Teachers' Perceptions of Culturally Responsive Teaching Praxis in the Classroom: A Qualitative Study

• In Event: Teachers' Beliefs, Perceptions, and Definitions of Key Aspects of Teaching

Abstract

Research promotes the benefits of Culturally Responsive Teaching Practices (CRTP). However, little is known about teachers’ perceptions of adequate professional development and successful engagement of CRTP in the classroom. Utilizing Interviews from 12 elementary school teachers (83% White, 66% female), this study examined what factors informed the development of CRTP, and how teachers' perceptions of their own proficiency in CRTP helps or hinders actual praxis. Findings show that while teachers utilize aspects of CRTP in their classrooms, there is a significant lack of formal training in this area. Additionally, barriers like lack of time, resources and administrative support hinder said praxis. Findings from this study can inform teacher development and critical consciousness, as well as more equitable learning spaces in schools.

Author

• Efe I. Shavers, Boston University