Autobiographies in Preservice Teacher Education: A Snapshot Tool for Building a Culturally Responsive Pedagogy

Abstract

Many scholars have made the call for teacher educators to provide experiences that can lead preservice teachers to embrace a culturally responsive pedagogy. We investigated the use of brief autobiographies during an internship as a tool (a) for preservice teachers to examine their multidimensional culture; and (b) for teacher educators to assess preservice teachers' developing understandings about cultural responsive pedagogy and then further design curriculum to enhance these understandings. Using qualitative methods, we analyzed the preservice teachers' (N=24) autobiographies and an interview with the professor of this course. Based on the findings of this study, we suggest teacher educators need to develop experiences and opportunities that will enable preservice teachers to reflect on how culture impacts teaching and learning behaviors. Therefore, preservice teachers will be better prepared to teach all students. Theoretical Frame Methodology Findings about Question 1 Findings about Question 2 Discussion ReferencesMany researchers call on teacher educators to embrace a culturally responsive pedagogy in their own teaching practices based on findings of their

Start with Us! Culturally Relevant Pedagogy in the Preschool Classroom

“…Therefore, congruent with current multicultural and teacher education research (Gunn et al 2013;Sleeter 2008), we suggest a need for continued emphasis on and collective responsibility for supporting teachers across the developmental spectrum in critically reflecting on their own cultural beliefs and values when learning about teaching culturally and linguistically diverse children. Odom et al (2012) reported that the training and support available to early childhood providers is often inadequate or unavailable and called for improved professional development that helps providers understand developmentally and culturally appropriate practices.…”

Gender Equity in STEM in Higher Education

“…Through critical self-examination of an individual's beliefs, values, and practices, students undergo a transformation of their understanding about the particular issues of gender, STEM, capabilities, and teacher identity, and construct new knowledge through self-discovery and reflection of those issues (Ukpokodu, 2003). The reflective journey through an educational autobiography helps participants self-examine ways they respond to cognitive dissonance and change (Gunn et al, 2013).…”

Internalized racism and the pursuit of cultural relevancy: Decolonizing practices for critical consciousness with preservice teachers of color

“…Laryn's reflections on colorism were part of a cultural autobiography assignment she completed in a course on teaching diverse learners with Tambra. Cultural/racial autobiographies or memoirs on schooling have gained traction as a tool for assisting preservice teachers with developing sociocultural knowledge and perspectives for culturally responsive teaching (Canniff, 2008;Gunn et. al., 2013).…”