The Impact of an In-Service Workshop on Cooperating Teachers’ Perceptions of Culturally Responsive Teaching

Abstract

Culturally responsive teaching values students' identities, backgrounds, and cultural references as key tools for building meaningful learning environments. It has been adopted by many educators globally, but has not been incorporated consistently by music educators. Few researchers in music education have investigated the impact of culturally responsive teaching and misconceptions exist about what it means to teach music in a culturally responsive manner. The purpose of this research was to investigate the impact of an in-service program on cooperating teachers' perceptions of culturally responsive teaching. At the conclusion of the workshop, participants rated familiarity and importance of culturally responsive teaching higher than they did prior to the workshop. Sixteen of the 18 participants indicated that the workshop had changed their understanding of culturally responsive teaching.

Exploring Access, Intersectionality, and Privilege in Undergraduate Music Education Courses

“…Unlike in these examples, the participants in the current study mostly did not attribute the difficulties of students of color to differences in their respective race or culture, but rather to outside factors; when writing about race or racial differences, participants in the current study frequently approached these topics from either an empathetic or critical perspective. Similar to McKoy et al (2016), participants in the current study expressed doubts and fears about their ability to connect to students from other backgrounds. However, they also expressed feeling more comfortable making connections with students and understanding their backgrounds by incorporating an intersectional lens.…”

“…According to social justice researchers, music teachers generally hold positive dispositions toward diversity, though the strength of such convictions may vary depending on the breadth and depth of their understanding of social justice issues (Ballantyne & Mills, 2008; Joseph & Southcott, 2010; Riley, 2009). McKoy, MacLeod, Walter, and Nolker (2016) noted that despite the positive outcomes of their professional development workshop on the perceptions of the participating inservice teachers, participants often described discomfort, misunderstandings, and insecurity around culturally responsive teaching. Nichols and Sullivan (2016) noted that field experiences may reinforce and perpetuate, rather than challenge, prevailing negative narratives about youth of color; while their service-learning project at a juvenile detention center had many positive elements, it fell short of dismantling the participating preservice teachers’ own internal racial biases.…”

Urban Music Educators’ Perceived Professional Growth in a Context-Specific Professional Development Program

“…While not specifically focused on urban contexts, McKoy et al (2017) investigated outcomes of a week-long PD program focused on CRP. In a pretest/posttest survey, participants ( N = 18) rated their familiarity with CRP and perceived importance of the teaching approach significantly higher posttest.…”

Refugee Children and Adaptation to School: An Analysis through Cultural Responsivities of the Teachers

“…Diğer yandan öğrencinin ev kültürü ve normatif okul standartları arasında farklılık arttıkça öğrencinin okulda başarılı olması zorlaşmaktadır (Sever, 2015). Kültüre duyarlı eğitim ise okullarda daha eşit başarı çıktıları üretmede ve başarı arasındaki farklılıkları gidermede (Delpit, 1995;Gay, 2002;Farinde Wu vd., 2017;Ladson Billings, 1995) ve öğrencilerin kimliklerine ve kültürel arka planlarına değer verilmesinden kaynaklı olarak anlamlı öğrenme ortamları yaratmak için (Mckoy, MacLeod, Walter ve Nolker, 2017) güçlü bir araçtır.…”