Exploring K–12 and Teacher Educator Stakeholders' Conceptions of Culturally and Linguistically Responsive and Equitable Teaching

• In Event: Dismantling Racist and Oppressive Systems in Teacher Education for a Multiracial Democracy

Abstract

The purpose of this self-study was to examine a problem of practice related to our teacher candidates’ ability to provide culturally and linguistically responsive instruction for their K-12 students during student teaching. Data suggested a lack of agreement between field placement school personnel and teacher education faculty about the knowledge and skills novice teachers need to work effectively with culturally and linguistically diverse students. Our research question: In what ways do K-12 school personnel and teacher education faculty’s conceptions of culturally and linguistically responsive teaching align and diverge? We conducted qualitative analysis of observational data and responses from three different surveys: state level employers of our graduates, program alumni, and current administrators, cooperating teachers, teacher education faculty and university supervisors.

Authors

• Amanda T. Sugimoto, Portland State University

• Gayle Y. Thieman, Portland State University

• Bernd R. Ferner, Portland State University