What is known about how educator preparation programs prepare teacher candidates to employ culturally responsive practices? What do these preparation programs need to do to effectively prepare future teachers?
Response:
Thank you for the question you submitted to our REL Reference Desk regarding preparing teacher candidates to employ culturally responsive practices. We have prepared the following memo with research references to help answer your question. For each reference, we provide an abstract, excerpt, or summary written by the study’s author or publisher. The references are selected from the most commonly used research resources and may not be comprehensive. References are listed in alphabetical order, not necessarily in order of relevance. Other relevant studies may exist. We have not evaluated the quality of these references, but provide them for your information only.
Research References
Bissonnette, J.D. (2016). The trouble with niceness: How a preference for pleasantry sabotages culturally responsive teacher preparation. Journal of Language and Literacy Education,12(2), 9–32.
Retrieved from: https://eric.ed.gov/?id=EJ1120318 From the abstract: “Because few teacher education programs are truly rooted in the philosophical aims of multicultural and social justice education (Asher, 2007; Banks, 2008; Hayes & Juarez, 2012; Miller, 2014), many pre-service teachers (PSTs) remain unpracticed--and unable--to teach in culturally responsive ways (Sleeter, 2012). But what structures and forces bear the culpability for the long documented shortcomings of this preparation? And how can literacy teacher educators honor their commitment to preparing practitioners capable of teaching "all" children? Here, the author postulates the ways in which teacher education programs' preference for niceness functions as an iteration of Whiteness that obstructs attempts to actualize culturally responsive teacher preparation, tending specifically to the complicity of audit culture, pre-service teachers, teacher educators, and curricula and instruction. In an effort to disrupt and ultimately dismantle the culture of niceness, the author offers successful approaches to training PSTs for teaching in culturally responsive ways, including displaying sociocultural vulnerability, modeling and creating opportunities for critical reflection, and collaborating alongside PSTs to craft a transformative curriculum.”
Howard, C., Overstreet, M., & Ticknor, A.S. (2018). Engaging preservice teachers with
culturally responsive pedagogy: Three model lessons for teacher educators. Journal of
Language and Literacy Education, 14(2).
Retrieved from: https://eric.ed.gov/?id=EJ1196742 From the abstract: “In this article, we present three example lessons focused on
intentionally developing preservice teacher (PST) knowledge of culturally responsive
teaching in each of our literacy courses. We use culturally responsive teaching as a
framework to expand PSTs beyond surface level thinking of diversity by modeling
specific literacy practices that embrace students' cultural experiences and connect to
academic learning. We offer teacher educators tools and resources to combat popular
myths of diverse families, access language and literature for teaching social justice, and
use facilitative texts to scaffold affirming and accurate language in their own teaching
contexts.”
Lewis Chiu, C., Savman, D., Carrero, K.M., Gibbon, T., Zolkoski, S.M., & Lusk, M.E.
(2017). Developing culturally competent preservice teachers. Multicultural Perspectives, 19(1), 47–52.
Retrieved from: https://eric.ed.gov/?id=EJ1130970. Full text available at http://ceedar.education.ufl.edu/wp-content/uploads/2019/02/Developing-Culturally-Competent-Preservice-Teachers.pdf From the abstract: “An unfortunate, yet persistent, truth in U.S. public schools is the large
achievement gap existing between children from culturally and linguistically diverse
backgrounds and their White, middle-class counterparts. The potential for cultural
dissonance between contemporary teachers and their students necessitates that educators
must persistently seek culturally responsive practices. Much has been written regarding
strategies for culturally responsive pedagogy; therefore, this article moves beyond a
review of culturally responsive pedagogy. Rather than providing teacher candidates with
more suggestions for culturally responsive teaching activities, the authors provide teacher
educators with specific resources for facilitating the development of cultural competence
among preservice teachers.”
Olson, J.D. & Rao, A.B. (2016). Becoming a culturally responsive teacher: The impact of
clinical experiences in urban schools. Journal of Urban Learning, Teaching, and
Research, 12, 133–141.
Retrieved from: https://eric.ed.gov/?id=EJ1119144 From the abstract: “This study focuses on elementary and secondary teacher candidates'
perspectives of how their clinical experiences influence their preparedness in becoming
effective culturally responsive educators. Clinical experiences in urban schools embedded
within teacher preparation programs have the potential to develop students' ability to
become culturally responsive educators, yet it is unknown how these experiences contribute to teachers' development in enacting culturally responsive pedagogy.
Qualitative data was collected through open-ended survey responses and focus groups
with teacher candidates in urban focused elementary and secondary teacher education
programs at one college of education. Findings indicated that connecting with students'
cultures and communities, the school/classroom context, and university-school
partnerships and alignment impacted teacher candidates' feelings of preparedness on
becoming culturally responsive educators.”
Robertson, P.M., García, S.B., McFarland, L.A., & Rieth, H.J. (2012). Preparing culturally
and linguistically responsive special educators: It “does” take a village. Interdisciplinary
Journal of Teaching and Learning, 2(3), 15–130.
Retrieved from: https://eric.ed.gov/?id=EJ1056441 From the abstract: “The preparation of culturally and linguistically responsive special
educators requires planning, substantive collaboration, and valuing the perspectives of
underrepresented groups. This article describes restructuring efforts of one special
education preparation program that included coursework and field-based experiences
designed to enhance candidates' understanding of the complex, dynamic interrelationships
among culture, language, and disability as the basis for culturally and linguistically
responsive practice. Major activities included identifying key competencies, aligning those
competencies with specific coursework and activities, and working with faculty in general
education to design opportunities for candidates in both programs to develop collaborative
skills. Results of ongoing program evaluation indicate that efforts were successful based
on positive responses from participating candidates, cooperating teachers who host them,
and the principals who subsequently hire them. Successes, challenges, and future
directions are discussed within the context of program design and delivery.”
Smith, R., Ralson, N., & Waggoner, J. (2018). Impact of culturally responsive teaching
workshop on preservice teachers: How to teach Columbus from multiple perspectives. AILACTE Journal, 15(1), 61–77.
Retrieved from: https://eric.ed.gov/?id=EJ1205087 From the abstract: “This qualitative case study examines the impact of a workshop on
culturally responsive teaching on preservice elementary teacher candidates' ability to
conceptualize and apply culturally responsive instruction. The "Rethinking Columbus"
workshop teaches students to read critically as text detectives, asking questions such as,
"Whose voices are being heard, and whose are not, and what are the hidden messages in
the text and illustrations?" Overall, it appears that preservice teachers who participated in
the workshop were able to generate numerous culturally relevant instructional strategies
that directly aligned with the conceptual framework presented in the workshop. Students
were also able to extend their learning by creating new and innovative strategies to engage
elementary students in learning that were not discussed during the workshop. This paper describes the workshop model for teaching preservice teachers to be culturally responsive
educators and includes numerous participant-generated examples of how to teach with a
culturally responsive lens.”
Wachira, P. & Mburu, J. (2019). Culturally responsive mathematics teaching and
constructivism: Preparing teachers for diverse classrooms. Multicultural Learning and
Teaching, 14(1).
Retrieved from: https://eric.ed.gov/?id=EJ1210043. Full text available at https://www.researchgate.net/publication/321092049_Culturally_Responsive_ Mathematics_Teaching_and_Constructivism_Preparing_Teachers_for_Diverse_Classrooms From the abstract: “As the school population becomes increasingly diverse with students
of differing ethnic, cultural and linguistic backgrounds, there is a need for more responsive
practices that capitalize on the cultural capital that such students bring to the learning
process. Current practices especially in mathematics teaching are failing to meet the
learning needs of most diverse students thus contributing to their lack of success. Further,
few teacher education programs have successfully tackled the challenging task of
preparing teachers to meet the learning needs of diverse students. This article explores the
theory of constructivism and its implications to mathematics teaching. The article further
explores culturally responsive pedagogy and what it means to be a culturally responsive
teacher. In their analyses, the authors draw parallels between culturally responsive
pedagogical practices and strategies for teaching based on a constructivist view of
learning. They demonstrate why the general principles derived from the constructivist
theory are particularly suited for teaching diverse students consistent with notions of
culturally responsive pedagogy. Some recommendations for teacher preparation are then
provided.”
Warren, C.A. (2018). Empathy, teacher dispositions, and preparation for culturally
responsive pedagogy. Journal of Teacher Education, 69(2), 169–183.
Retrieved from: https://eric.ed.gov/?id=EJ1170008. Full text available at https://meandjulio.blog/wp-content/uploads/2019/01/empathy_teacher_dispositions_and_crp.pdf.pdf From the abstract: “Culturally responsive pedagogy (CRP) offers elaborate empirical and
theoretical conventions for becoming an effective teacher of diverse youth. Empathy has
been found to improve classroom teachers' capacity to (re)act or respond to youth in ways
that produce evidence of CRP. However, there are too few instructive models in teacher
education that help connect teacher candidates' knowledge of students and communities to
development of efficacious physical habits, tendencies, and trends in observable behavior
or "teacher dispositions". The application of empathy operationalized through perspective
taking is one such model useful to preparing teacher candidates to make professional
decisions that produce evidence of CRP. Engaging teacher candidates in "perspective taking"--adopting the social perspectives of others as an act and process of knowing--
invites them to obtain (and reason with) new knowledge of students and the sociocultural
context where she or he will teach. Recommendations for modeling and practicing
perspective taking in teacher education are discussed.”
Whipp, J.L. (2013). Developing socially just teachers: The interaction of experiences
before, during, and after teacher preparation in beginning urban teachers. Journal of
Teacher Education, 64(5), 454–467.
Retrieved from: https://eric.ed.gov/?id=EJ1019358. Full text available at https://epublications.marquette.edu/cgi/viewcontent.cgi?article=1324&context=edu_fac From the abstract: “This interpretive study investigated how 12 graduates from a justice-oriented
teacher preparation program described their teaching goals, practices, and
influences on those practices after their 1st year of teaching in an urban school.
Relationships among these teachers' orientations toward socially just teaching, self-reported
socially just teaching practices, and self-reported preprogram, program, and
postprogram influences were explored. Teachers who were individually and structurally
oriented exhibited a sociocultural consciousness and described socially just teaching in
various combinations of culturally responsive pedagogies, consciousness-raising, and
advocacy; whereas individually oriented teachers focused primarily on "color-blind"
caring relationships with their students. Factors that seemed to influence a more structural
orientation to socially just teaching included (a) cross-cultural experiences before and
during teacher preparation, (b) program course content and field experiences that
challenged previous thinking, and (c) administrative and collegial support during the 1st
year of teaching. Implications for teacher education practice and research are discussed.”
Zygmunt, E., Cipollone, K., Tancock, S., Clausen, J., Clark, P., & Mucherah, W. (2018).
Loving out loud: Community mentors, teacher candidates, and transformational learning
through a pedagogy of care and connection. Journal of Teacher Education, 69(2), 127–
139.
Retrieved from: https://eric.ed.gov/?id=EJ1170019. Full text available at https://www.researchgate.net/publication/323227116_Loving_Out_Loud _Community_Mentors_Teacher_Candidates_and_Transformational_Learning_Through_a_Pedagogy_of_Care_and_Connection From the abstract: “Although there has been significant research examining the practice
of culturally responsive teaching, little empirical work to date has examined the role that
community-engaged, teacher preparation models play in shaping prospective teachers'
orientation toward cultural responsiveness. This study of 60 preservice teacher candidates
enrolled in a program of community-engaged teacher preparation at a midsized
Midwestern public university specifically examined the ways in which caring
relationships between preservice teachers and volunteer community mentors scaffolded candidates' contextualized understanding of culture, community, and identity of children
and families. Findings provide evidence that as candidates experience authentic caring
within the space of supportive relationships, they emerge equipped to care in more
authentic, culturally responsive ways for their students.”
Additional Organizations to Consult
American Association of Colleges for Teacher Education (AACTE): https://https://aacte.org/ From the website: “The American Association of Colleges for Teacher Education
(AACTE) is the leading voice on educator preparation. AACTE represents more than 800
postsecondary institutions with educator preparation programs dedicated to high-quality,
evidence-based preparation that assures educators are ready to teach all learners.”
Association of Teacher Educators (ATE): https://www.ate1.org/ From the website: “The Association of Teacher Educators was founded in 1920 and is an
individual membership organization devoted solely to the improvement of teacher
education both for school-based and post secondary teacher educators. Today, ATE
members represent nearly 1300 teacher educators in colleges, universities, school
districts, and state education agencies within 41 regional and state affiliated units and US
Territories.”
National Education Association (NEA): http://www.nea.org/archive/16723.htm From the website: “The National Education Association (NEA), the nation's largest
professional employee organization, is committed to advancing the cause of public
education. NEA's 3 million members work at every level of education—from pre-school
to university graduate programs. NEA has affiliate organizations in every state and in
more than 14,000 communities across the United States.”
Methods:
Search Strings. Culturally responsive teacher preparation OR culturally responsive educator
preparation OR culturally responsive preservice teachers OR culturally responsive teacher
candidates OR cultural competence teacher preparation OR cultural competence educator
preparation OR cultural competence preservice teachers OR cultural competence teacher
candidates OR multicultural teacher education OR MTE OR multicultural educator preparation
Searched Databases and Resources.
ERIC
Academic Databases (e.g., EBSCO databases, JSTOR database, ProQuest, Google Scholar)
Commercial search engines (e.g., Google)
Institute of Education Sciences Resources
Reference Search and Selection Criteria. The following factors are considered when selecting references:
Date of Publication: Priority is given to references published in the past 10 years.
Search Priorities of Reference Sources: ERIC, other academic databases, Institute of Education Sciences Resources, and other resources including general internet searches
Methodology: Priority is given to the most rigorous study types, such as randomized controlled trials and quasi-experimental designs, as well as to correlational designs, descriptive analyses, mixed methods and literature reviews. Other considerations include the target population and sample, including their relevance to the question, generalizability, and general quality.
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