Preparing Culturally Responsive Pre-service Teachers for Culturally Diverse Classrooms
Higher education is currently faced with three realities: (1) students of color comprise almost half of the public school population; (2) the number of teachers of color has not risen in proportion with students of color; (3) the demographic makeup of the teaching force is predominantly White. In response, the author used a phenomenology, qualitative research design to answer the following questions: What personal factors influence pre-service teachers’ cultural diversity knowledge base? What cultural diversity learning experiences are in place to prepare pre-service teachers to effectively teach culturally and linguistically diverse students? How do pre-service teachers perceive their professional preparedness to implement culturally responsive teaching practices in a diverse classroom? The first phase of the study involved the collection of demographic background characteristics to examine personal factors that may influence pre-service (N=82) teachers’ cultural diversity knowledge base. In Phase 2, the author conducted a follow-up focus group interview with a sub-sample selected from Phase 1. Analyzing the interview revealed disparities among preservice teachers regarding the aspects of culturally responsive teaching knowledge and im
Skepple, R. G. (2014). Preparing Culturally Responsive Pre-service Teachers for Culturally. Kentucky Journal of Excellence in College Teaching and Learning.