Can We Prepare Culturally and Linguistically Responsive Teachers Online? A Cross-Case Analysis of Online and On-Campus Courses

Abstract

Using a cross-case analysis of online, on-campus and online university teacher preparation courses, this study critically examines the constraints and affordances of online teacher education in preparing teachers for culturally and linguistically diverse (CLD) urban schools. The results of the study indicate that while there was no significant difference between online and on-campus courses in terms of teacher acquisition of knowledge related to CLD instruction and assessment, questions remain about whether online teacher preparation can promote critical self-reflection, culturally responsive teaching practices, and collaboration within schools, when teacher learning is not supported and situated in schools and communities in an ongoing and structured way.

Developing a Complex Portrait of Content Teaching for Multilingual Learners via Nonlinear Theoretical Understandings

“…Learning formats (e.g., face-to-face, online, and/or hybrid courses) and a variety of assignments were examined for their ability to help teachers apply theory to practice as well as develop assets-based perspectives (Choi & Morrison, 2014; Lavery, Nutta, & Youngblood, 2018; Walker, Mahon, & Dray, 2017). Several studies discussed implementing specific interventions in a course or PD session or series, such as immersing participants in a foreign language (Zhang & Pelttari, 2014), modeling research-based strategies (Andrews & Weisenberg, 2013), engaging in reflection and data analysis (Li & Peters, 2016), conducting narrative inquiry (Pu, 2012), science-specific interventions focused on literacy (Lee, Adamson, et al, 2008; Lee, Maerten-Rivera, Penfield, LeRoy, & Secada, 2008), inquiry-based teaching (Adamson, Santau, & Lee, 2013), and pedagogy (Heller, Daehler, Wong, Shinohara, & Miratrix, 2012).…”

Designing Culturally Responsive Online Assessments for Equity-Deserving Students

“…There is a scant body of empirical literature on the design and implementation of CRA in elementary schools. However, some studies examined CRA in relation to underrepresented students in high schools (e.g., Bahar & Maker, 2020;Miranda & Cherng, 2018) and higher education institutions, including teacher education (e.g., Henning & Lundquist, 2022;Montenegro & Jankowski, 2017;Walker et al, 2021). It is worth noting that CRA is associated with culturally responsive pedagogy and culturally responsive evaluation (CRE).…”

Culturally- and Linguistically-Responsive Online Teacher Learning Professional Development

“…In this regard, the basis for examining equity and inclusion are teachers "own experiences, life worlds, privileges, struggles, and positions in relation to others (their students as racialized and cultural beings, their students' parents, their students' communities, and their students' ways of knowing)" (Milner, 2006). Walker et al (2021) situated their study in a constructivist-interpretivist framework that enabled the examination of those reflections in their study comparing teacher online and onsite preparation. In Braunstein's et al (2021) research, the lens of "critical constructivism" enabled the researchers to observe teacher candidates' reflective use of the online medium as "counterspaces" to explore the dangers of essentializing race, culture, and identity in their teacher preparation program.…”

“…Figure 4 demonstrates the incorporation of multiple and myriad online systems and tools. Blackboard (N=5, e.g., Hode et al, 2018;Taylor & Yan, 2018;Walker et al, 2021) and Canvas (N=2, e.g., Braunstein et al, 2021;Walker et al, 2021) were two widely used LMSs to post course content, assignments, and assessments, and to provide a platform to engage in discussion and collaborate with their peers (e.g., Taylor & Yan, 2018). In addition, technical structures such as file sharing and video conferencing were also available.…”