Methods that matter in addressing cultural diversity with teacher candidates

Using modelling to make culturally responsive pedagogy explicit in preservice teacher education in Finland

“…Although research has been engaging with preservice teacher development broadly, it continues to be a growing issue what kind of initial teacher education could support preservice teacher learning for diversity and social justice (Castro, ; Race, ). Previous studies have shown the importance of not only the content material of multicultural modules, but also the teaching/learning methods applied (Brown, ; Ukpokodu, ; Acquah & Commins, ) in order to develop preservice teachers’ knowledge, skills and dispositions to teach in diverse contexts. It seems that courses which apply experiential learning shape positively preservice teachers’ diversity beliefs (Acquah & Commins, ; Civitillo et al ., ), even though little is known about their long‐term effects and impact on actual pedagogical practice (Bottiani et al ., ).…”

“…Previous studies have shown the importance of not only the content material of multicultural modules, but also the teaching/learning methods applied (Brown, ; Ukpokodu, ; Acquah & Commins, ) in order to develop preservice teachers’ knowledge, skills and dispositions to teach in diverse contexts. It seems that courses which apply experiential learning shape positively preservice teachers’ diversity beliefs (Acquah & Commins, ; Civitillo et al ., ), even though little is known about their long‐term effects and impact on actual pedagogical practice (Bottiani et al ., ). These studies suggest active learning that translates theory into practice, provides first‐hand cultural interactions and allows preservice teachers time for critical self‐analysis.…”

“…Specified strategies include group discussions, critical reflection, field experiences, writing autobiographies and dialogic conversations (see e.g. Rodriguez, ; Acquah & Commins, , ; Aba‐Elkader, ; Lees, ).…”

“…Preservice teachers also seem to enhance their learning when in a safe, open course environment (Castro, ; Acquah & Commins, ). Previous studies emphasised the role of empathy and compassion (Conklin, ); building strong, positive relationships (Ladson‐Billings, ); reciprocity; teacher educators’ affirming attitudes (Hollie, ); and explicit teaching combined with self‐reflection (Darling‐Hammond, ).…”

“…Previous studies emphasised the role of empathy and compassion (Conklin, ); building strong, positive relationships (Ladson‐Billings, ); reciprocity; teacher educators’ affirming attitudes (Hollie, ); and explicit teaching combined with self‐reflection (Darling‐Hammond, ). These should be accomplished in a way that simultaneously engages preservice teachers in constructivist teaching/learning activities that attend to diverse learning needs, and at the same time require critical thinking, constant self‐reflection and an examination of own socio‐cultural identities (Lucas & Villegas, ; Acquah & Commins, ; ).…”