Abstract
In this qualitative study, researchers inquired about preservice teachers’ (PST) experience in becoming culturally responsive in a graduate teacher-licensure social studies methods class (N = 20). Researchers examined PST lesson plans and reflections, and rated them based on Geneva Gay’s (2002) framework for preparing culturally responsive teachers. Once rated, researchers used thematic analysis to investigate lesson plan themes that manifested between two groups (high culturally responsive teaching, versus low culturally responsive teaching). Themes indicated that participants who demonstrated culturally responsive teaching (CRT) potential: modified lessons, utilized dynamic pedagogy, and incorporated historical perspective taking. Conversely, PST with low potential for CRT: lacked content knowledge, were pedagogically inflexible, and showed a resistant disposition. The researchers concluded that systemic changes within teacher education courses and programs are necessary to develop CRT preservice teachers.
Appendix
Gay (2002) Jigsaw assignment
Homework Assignment: Jigsaw
Download the article, entitled: Preparing for Culturally Responsive Teaching
Read your assigned section:
Section 1: Developing a Cultural Diversity Knowledge Base
Section 2: Deigning Culturally Relevant Curricula
Section 3: Demonstrating Cultural Caring and Building a Learning Community
Section 4: Cross Cultural Communications
Section 5: Cultural Congruity in Classroom Instruction
Create a one-page handout, highlighting what you believe are the most important points discussed in your assigned section. This handout should provide your fellow classmates with an accurate and clear explanation of the section you read about.
Provide one to two examples of how the theoretical components can be put into classroom practice. This can be done in a bulleted or paragraph format.
Bring six copies of your one page handout (One for me and the others for your group members)
You will jigsaw on your assigned section, emphasizing the most pertinent and relevant information.
Following Jigsaw …
Semi-structured Discussion Points
Moving from concept to practice, what does culturally responsive teaching look like? (After a period of discourse) Why do we each conceptualize CRT a little differently?
Does CRT have to include cooperative learning? Why or why not?
How is social studies content, curriculum, and purpose intuitively related to CRT?
Why is CRT important to social studies education? To education in general?
In which classroom environments is CRT most appropriate? Or, should it be emphasized regardless of classroom dynamics/demography?
What difficulties do you have understanding/enacting CRT in your classroom? Are these professional or dispositional barriers?
References
Ambrosio, A. L., Anast Seguin, C., & Hogan, E. L. (2001). Assessing performance-based outcomes of multicultural lesson plans: a component within a comprehensive teacher education assessment design. Multicultural Perspectives, 3(1), 15–22.10.1207/S15327892MCP0301_4Search in Google Scholar
Banks, J. A. (1999). An introduction to multicultural education. Nedham Heights, MA: Allyn & Bacon.Search in Google Scholar
Banks, J. A. (1998). The lives and values of researchers: Implications for educating citizens in a multicultural society. Educational Researcher, 27(7), 4–17.10.3102/0013189X027007004Search in Google Scholar
Banks, J. A. (2008). Diversity, group identity, and citizenship in a global age. Educational Researcher, 37(3), 129–139.10.3102/0013189X08317501Search in Google Scholar
Banks, J. A., & Diem, N. (2008). Diversity and citizenship education. In L. S. Levstik & C. A. Tyson (Eds.), Handbook of research in social studies education (pp. 137–154). New York: Routledge.Search in Google Scholar
Barnes, C. J. (2006). Preparing preservice teachers to teach in a culturally responsive way. The Negro Education Review, 57(1–2), 85–100.Search in Google Scholar
Barton, K. C., & Levskik, L. S. (2003). Why don’t more history teachers engage students in interpretation? Social Education, 67(6), 358–361.Search in Google Scholar
Ben-Peretz, M. (2011). Teacher knowledge: What is it? How do we uncover it? What are its implications for schooling? Teaching and Teacher Education: An International Journal of Research and Studies, 27(1), 3–9.10.1016/j.tate.2010.07.015Search in Google Scholar
Bohn, A. P., & Sleeter, C. E. (2000). Multicultural education and the standards movement: A report from the field. Phi Kappa Delta, 82(2), 156–159.10.1177/003172170008200214Search in Google Scholar
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101.10.1191/1478088706qp063oaSearch in Google Scholar
Cornbleth, C., & Waugh, D. (1995). The Great Speckled Bird: Multicultural Poltics and Education Policymaking. Mahwah, NJ: Lawrence Erlbaum Associates.Search in Google Scholar
Crocco, M. S. (1998). Crafting a responsive pedagogy in an age of educational standards. Theory and Research in Social Education, 26(1), 123–130.10.1080/00933104.1998.10505839Search in Google Scholar
Crocco, M. S., & Costigan, A. T. (2007). The narrowing of curriculum and pedagogy in the age of accountability urban educators speak out. Urban Education, 42(6), 512–535.10.1177/0042085907304964Search in Google Scholar
Darling-Hammond, L. (2010). The flat world and education. Teachers College Press.Search in Google Scholar
Edwards, S., & Kuhlman, W. (2007). Culturally responsive teaching: Do we walk our talk? Multicultural Education, 14(4), 45–49.Search in Google Scholar
Evans, R. (2004). The social studies war: What should we teach the children? New York: Teachers College Press.Search in Google Scholar
Fitchett, P., Starker, T. V., & Good, A. J. (2010). Review, reflect, and react: A culturally responsive model for preservice secondary social studies teachers. Social Studies Research and Practice, 5(3), 1–20.10.1108/SSRP-03-2010-B0001Search in Google Scholar
Freire, P. (2000). Pedagogy of the Oppressed. New York, NY: Continuum.Search in Google Scholar
Gay, G. (2000). Culturally responsive teaching: Theory, research and practice. New York: Teachers College, Columbia University.Search in Google Scholar
Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106–116.10.1177/0022487102053002003Search in Google Scholar
Gay, G., & Kirkland, K. (2003). Developing cultural critical consciousness and self reflection in preservice teacher education. Theory into Practice, 42(3), 181–187.10.1207/s15430421tip4203_3Search in Google Scholar
Gerwin, D. (2004). Preservice teachers report the impact of high-stakes testing. The Social Studies, 95(4), 71–74.10.3200/TSSS.95.2.71-74Search in Google Scholar
Hargreaves, A. (1994). Changing teachers, changing times: Teachers’ work and culture in the postmodern age. New York, NY: Teachers College Press.Search in Google Scholar
Howard, T. C. (2003). Culturally relevant pedagogy: Ingredients for critical teacher reflection. Theory into Practice, (42)3, 195–202.10.1207/s15430421tip4203_5Search in Google Scholar
Ladson-Billings, G. (1995). But that’s good teaching! The case for culturally relevant pedagogy. Theory into Practice, 43(3), 159–165.10.1080/00405849509543675Search in Google Scholar
Lankford, H., Loeb, S., & Wyckoff, J. (2002). Teacher sorting and the plight of urban schools: a descriptive analysis. Educational Evaluation and Policy Analysis, 24(1), 37–62.10.3102/01623737024001037Search in Google Scholar
Leavell, A. G., Cowart, M., & Wilhelm, R. W. (1999). Strategies for preparing culturally responsive teachers. Equity & Excellence in Education, 32(1), 64–71.10.1080/1066568990320107Search in Google Scholar
Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132–141.10.1080/00405849209543534Search in Google Scholar
Ross, E. W. (Ed.). (2006). The social studies curriculum: Purposes, problems, and possibilities (3rd ed.). Albany, NY: SUNY.Search in Google Scholar
Salinas, C. (2006). Educating late arrival high school immigrant students: A call for a more democratic curriculum. Multicultural Perspectives, 8(1), 20–27.10.1207/s15327892mcp0801_4Search in Google Scholar
Santamaria, L. J. (2009). Culturally responsive differentiated instruction: Narrowing gaps between best pedagogical practices benefiting all learners. The Teachers College Record, 111(1), 214–247.10.1177/016146810911100105Search in Google Scholar
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.10.3102/0013189X015002004Search in Google Scholar
Siwatu, K. O. (2007). Preservice teachers’ culturally responsive teaching self-efficacy and outcome beliefs. Teaching and Teacher Education, 23, 1086–1101.10.1016/j.tate.2006.07.011Search in Google Scholar
Sleeter, C. E. (2001). Preparing teachers for culturally diverse schools: research and the overwhelming presence of whiteness. Journal of Teacher Education, 52(2), 94–106.10.1177/0022487101052002002Search in Google Scholar
Sleeter, C. E., & Stillman, J. (2005). Standardizing knowledge in a multicultural society. Curriculum Inquiry, 35(1), 27–45.10.1111/j.1467-873X.2005.00314.xSearch in Google Scholar
Talbert-Johnson, C. (2006). Preparing highly qualified teacher candidates for urban schools. Education and Urban Society, 39(1), 147–160.10.1177/0013124506293321Search in Google Scholar
Thornton, S. J. (2001). Educating the educators: Rethinking the subject area and methods. Theory into Practice, 40(1), 72–78.10.1207/s15430421tip4001_11Search in Google Scholar
Thornton, S. J. (2005). Teaching social studies that matters. New York: Teachers College Press.Search in Google Scholar
Ukpokodu, O. (2002). Breaking through preservice teachers’ defensive dispositions in a multicultural educations course: A reflective practice. Multicultural Education, 9(3), 25–33.Search in Google Scholar
Ukpokodu, O. (2006). Essential characteristics of a culturally conscientious classroom. Social Studies and the Young Learner, 19(2), 407.Search in Google Scholar
VanSledright, B. (1998). On the importance of historical positionality to thinking about and teaching history. International Journal of Social Education, 12(2), 1–18.Search in Google Scholar
VanSledright, B. (2002). In search of America?s past. New York, NY: Teachers College Press.Search in Google Scholar
VanSledright, B. (2004). What does it mean to think historically…and how do you teach it? Social Education, 68(3), 230–233.Search in Google Scholar
Villegas, A. M., & Lucas, T. (2002). Educating culturally responsive teachers: A coherent approach. New York: State University of New York.Search in Google Scholar
Watson, D., Charner-Laird, M., Kirkpatrick, C. L., Szczesiul, S. A., & Gordon, P. J. (2006). Effective Teaching/Effective Urban Teaching Grappling with Definitions, Grappling with Difference. Journal of teacher education, 57(4), 395–409.10.1177/0022487106291564Search in Google Scholar
Wineburg, S. (2001). Historical thinking and other unnatural acts: Charting the future of teaching the past. Philadelphia, PA: Temple University Press.Search in Google Scholar
Wineburg, S. (2005). What does NCATE have to say to future history teachers? Phi Delta Kappan, 86(9), 658–665.10.1177/003172170508600909Search in Google Scholar
Zeichner, K. M., Grant, C, Gay, G., Gillette, M. Valli, L., & Villegas, A. M. (1998). A research informed vision of good practice in multicultural education: Design principles. Theory into Practice, 37(2), 163–171.10.1080/00405849809543800Search in Google Scholar
© 2013 by Walter de Gruyter Berlin / Boston
Articles in the same Issue
- Executive Editors' Comment
- The New Normal: Catfishing in Urban Teacher Preparation Programs
- A Conceptual Framework for Non-Native Instructors Who Teach Adult Native American Students at the University
- Assisting Preservice Teachers Toward Becoming Culturally Responsive
- Perceived Cultural Responsiveness and Effectiveness of a Speech and Language Program for Indigenous Preschool Students
- Culturally and Linguistically Diverse Students with Disabilities: Case Law Review
- Language Study: A Necessary Part of the Internationalized Curriculum
- Japanese Students’ Academic and Social Experiences at a Predominantly White University in the United States
- Understanding Dialect and Developing Critical Literacy with English Language Learners
- Las Siete Historias: Perceptions of Parent Involvement Among Mexican Immigrant Women
- Research Article
- Preparing Teachers for Urban Students Who Have Been Labeled as Having Special Needs
Articles in the same Issue
- Executive Editors' Comment
- The New Normal: Catfishing in Urban Teacher Preparation Programs
- A Conceptual Framework for Non-Native Instructors Who Teach Adult Native American Students at the University
- Assisting Preservice Teachers Toward Becoming Culturally Responsive
- Perceived Cultural Responsiveness and Effectiveness of a Speech and Language Program for Indigenous Preschool Students
- Culturally and Linguistically Diverse Students with Disabilities: Case Law Review
- Language Study: A Necessary Part of the Internationalized Curriculum
- Japanese Students’ Academic and Social Experiences at a Predominantly White University in the United States
- Understanding Dialect and Developing Critical Literacy with English Language Learners
- Las Siete Historias: Perceptions of Parent Involvement Among Mexican Immigrant Women
- Research Article
- Preparing Teachers for Urban Students Who Have Been Labeled as Having Special Needs