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The Urban Review
Erschienen in: The Urban Review 4/2016

25.07.2016

Grappling with Culturally Responsive Pedagogy: A Study of Elementary-Level Teacher Candidates’ Learning across Practicum and Diversity Coursework Experiences

verfasst von: Shannon M. Daniel

Erschienen in: The Urban Review | Ausgabe 4/2016

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Abstract

This investigation of teacher candidates’ (TCs) learning in their pre-service elementary education program demonstrates how TCs grappled with enacting culturally responsive pedagogy (CRP) in their practicum sites. Interviews with TCs, analyzed with Lucas and Villegas’s (2002) tenets of CRP, reveal how TCs thought about equitable instruction in elementary schools. TCs and the teacher educator of the diversity course report on how such coursework supports TCs as they strive to educate multilingual, multicultural elementary school students. This examination, which focuses on TCs’ learning rather than teacher education program design, provides implications for how teacher educators can support TCs in ways that are responsive to their personalized questions, experiences, strengths, and overall development as teacher learners. Implications for foundational diversity-oriented coursework that connects more directly with TCs’ practicum experiences are discussed.
Vorheriger Artikel Critical Hope or Principled Infidelity? How an Urban Secondary School in an Area of Sustained Poverty in England Continues to Improve
Nächster Artikel The Gentrification of Dual Language Education

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1
Details of the course names and syllabi have been removed to maintain anonymity and confidentiality.
 
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Metadaten
Titel
Grappling with Culturally Responsive Pedagogy: A Study of Elementary-Level Teacher Candidates’ Learning across Practicum and Diversity Coursework Experiences
verfasst von
Shannon M. Daniel
Publikationsdatum
25.07.2016
Verlag
Springer Netherlands
Erschienen in
The Urban Review / Ausgabe 4/2016
Print ISSN: 0042-0972
Elektronische ISSN: 1573-1960
DOI
https://doi.org/10.1007/s11256-016-0369-6

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