Preparing Culturally Responsive Teachers: Effective Practices in Teacher Education

Ellerbrock, Cheryl R.; Cruz, Bárbara C; Vásquez, Anete; Howes, Elaine V.

doi:10.1080/01626620.2016.1194780

Cited by 32 publications

(15 citation statements)

References 23 publications

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“…Although the problem of change seems endemic to teacher education, this study strikes a note of optimism in participants' realization of the "unfinalizability" of meaning and the ongoing movement between action and reflection it has initiated in them. Narratives of success in teacher education programs, which view theory and practice as mutually constitutive in culturally mediated collaborative activities, are on the increase in teacher education literature (e.g., Gorodetsky and Barak, 2008;Ellerbrock et al, 2016;Mauri et al, 2019). "Actionable" illustrations (Brayko, 2018) such as the one presented here show how theories become meaningful when they are mediated as practical tools for teachers to engage with subjectively rather than transmitting them as information unconnected to their phenomenological world.…”

Section: Tentative Conclusion As Provocation To Further Dialogmentioning

confidence: 93%

Provocation to Dialog in a Third Space: Helping Teachers Walk Toward Equity Pedagogy

Ratnam¹

2020

Front. Educ.

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This study examines the conceptual basis of how teachers learn, including, importantly, how they learn to relate to social concerns of equity in their teaching, and makes this understanding experientially accessible using a live case of the “practical” (Schwab, 1969). The conceptual understanding emerges from questioning the assumptions behind the valorization in teacher education of “theory” over “practice” that has led to the “theory into practice”/“input–output” model of teacher education. An examination of the constraints posed by this monolithic model of teacher education to teacher learning, development, and change has provided the impetus to work toward a more pluralistic view of knowledge and the new understanding of the nature of teacher learning which ensues. This alternative formation, which is informed by insights from the sociocultural perspectives of Lev Vygotsky and Mikhail Bakhtin among others, has helped in constructing a view of teacher learning as taking shape in authentic social interaction in a “third space” through hybridization of diverse voices. Most importantly, the paper considers its implications for teacher education by abstracting from experience the nature of mediation that facilitates hybridization.

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Section: Tentative Conclusion As Provocation To Further Dialogmentioning

confidence: 93%

Provocation to Dialog in a Third Space: Helping Teachers Walk Toward Equity Pedagogy

Ratnam¹

2020

Front. Educ.

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“…Critical education requires a high degree of personal and social consciousness (Ellerbrock, et al, 2016), and critical educators must be courageous in terms of their self-identity work (Howard, 2003;Sabzalian, 2019a). Antiracist pedagogies (Blakeney, 2005;hooks, 1994;Howard, 2003;Tatum, 1992;Trifonas, 2003), racial literacies (King, et al, 2018), and anticolonial literacy (Sabzalian, 2019a) provide powerful lenses to guide such work, particularly within the field of social studies (Goldstein, 2020).…”

Section: Background and Theoretical Frameworkmentioning

confidence: 99%

“…Mobility between orders depends upon many complex factors. Research suggests that certain approaches to teacher education and professional development-particularly those that engage in intentional and guided critical self-reflection-are more effective at encouraging teachers and PTs to achieve these levels of critical consciousness than conventional approaches (Ellerbrock, et al, 2016). Specifically, PTs need opportunities for self-reflection followed by practice in critical curricular and pedagogical decision-making (Bazemore-Bertrand & Porcher, 2020;Muller & Bryan, 2020).…”

Section: Background and Theoretical Frameworkmentioning

confidence: 99%

“…Similarly, reflexivity is a "key element of a student teacher's professional development" (Korkko, et al, 2016, p. 199). Research suggests that preservice teachers (PTs) who critically examine their own histories and identities are better prepared to advocate for social justice and informed action as practicing teachers (Ellerbrock, et al, 2016;McGregor, et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

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“I’d Say I Have a Bit of Work to Do”: Exploring Elementary Social Studies Pre-Service Teacher Criticality through PhotoVoice

Stanton

Hancock

2021

The Critical Social Educator

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Elementary pre-service teacher education offers important insights in terms of how teachers understand and develop criticality surrounding self-reflexivity, interaction with social studies content, and pedagogy. This study applied critical self-authorship frameworks, Freire's theory of conscientisation, and PhotoVoice methodology to explore pre-service teachers' self-awareness of their developing professional identities as situated within an elementary social studies methods course. Broadly, the study explored the question, "How does critical examination of our identities shape our understandings of elementary social studies education?" Results demonstrate an emerging awareness of the influence of personal history and experience, place, and multiple perspectives on learning and teaching social studies, but a need for more comprehensive and sustained attention to criticality throughout teacher preparation programs is needed to achieve selftransformation and antiracist/anticolonial pedagogy. These results offer theoretical and practical guidance for thinking about critical social studies elementary teaching and teacher education.

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“…Many teacher education programs, teacher educators and researchers across the world have turned their attention towards preparing culturally relevant and responsive teachers for CLD classrooms since the 1990s (Barnes, 2006;Brown, 2007;Durden, Dooley, & Truscott, 2016;Ellerbrock, Cruz, Vásquez, & Howes, 2016;Gay, 2002;Lambeth & Smith, 2016;Sleeter, 2001;Villegas & Lucas, 2002;Vass, 2017;Warren, 2018). Siwatu (2007) stated that preparing culturally responsive teachers involves (a) equipping them with the skills needed to teach effectively, (b) increasing their culturally diverse knowledge bases, and (c) transforming teachersí multicultural attitudes.…”

Section: Culturally Responsive Teachersmentioning

confidence: 99%

Examining Teachers’ Culturally Relevant Education Self-Efficacy Perceptions in Turkey

Kotluk¹,

Kocakaya

2020

Discourse and Communication for Sustainable Education

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We designed this study with the aim to examine teachers’ culturally relevant and sustaining education self-efficacy perceptions in Turkey. For this purpose, we developed a Culturally Relevant/Sustaining Education Self-Efficacy Scale. We obtained the data from 1302 teachers. Data analysis proceeded in three steps: First, we analyzed factor analysis. Second, we conducted a descriptive analysis of the items on the CRESE Scale. Finally, we compared teachers’ perceptions. The scale consists of a single factor and teachers’ scores on the CRESE Scale were highly reliable. The findings revealed that teachers were less efficacious in their ability to revise the teaching-learning materials in terms of cultural diversity, to give culturally relevant examples, to reflect the students’ cultural values in the classroom, and to increase in school parents’ and families’ participation in Turkey. Also, teachers’ self-efficacy perceptions differ significantly according to some variables. We discussed the implications for these findings for both further research and future teacher preparation.

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Preparing Culturally Responsive Teachers: Effective Practices in Teacher Education

Cited by 32 publications

References 23 publications

Provocation to Dialog in a Third Space: Helping Teachers Walk Toward Equity Pedagogy

Provocation to Dialog in a Third Space: Helping Teachers Walk Toward Equity Pedagogy

“I’d Say I Have a Bit of Work to Do”: Exploring Elementary Social Studies Pre-Service Teacher Criticality through PhotoVoice

Examining Teachers’ Culturally Relevant Education Self-Efficacy Perceptions in Turkey

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