Developing Culturally Responsive Preservice Teacher Candidates: Implications For Teacher Education Programs

<p>This study was designed to examine how the teacher education program impacts preservice teacher candidates' knowledge of culturally responsive teaching and the implementation of these practices in their classroom. For the purposes of this study, a sequential explanatory mixed methods approach was utilized to collect and analyze data through semi-structured interviews, focus groups and surveys. The participants in this study were (n=82) elementary preservice teachers and (n=11) teacher educators who taught a professional education course or supervised field or clinical experiences. This mixed method study was fourfold. First, this study sought to examine preservice teacher candidates' perceptions of the teacher education program in developing culturally responsive teachers. Second, it sought to examine if preservice teacher candidates perceptions about culturally responsive teaching change as a result of their student teaching experiences. Third, it was designed to examine how teacher educators prepare preservice teachers to teach culturally diverse student populations? Finally, how are teacher educators preparing elementary preservice teacher candidates to work in urban educational settings?</p> <p>The study revealed several key findings: (a) preservice teacher candidates' professional preparation has an effect on their preparedness to teach culturally diverse student populations; (b) preservice teachers believed that more diverse field experiences is one factor that has the potential to increase participant preparedness to teach in a diverse educational setting; (c) teacher educators prepared teacher candidates to differentiate instruction for diverse learners; and (d) teacher educators preparation of preservice teacher candidates to teach in a diverse educational setting is limited because of the locale of the university.</p>

Name thesis:degree_name

Doctor of Education (EdD)

Level thesis:degree_level

Doctoral's

Discipline thesis:degree_discipline

Educational Leadership and Policy Studies

Grantor dc:publisher

Eastern Kentucky University

Year dc:date.available

2011

Author dc:creator

• Skepple, Rose Gilmore

• critical race theory
• culturally responsive teaching
• diversity
• multicultural education
• preservice teacher candidate
• Bilingual, Multilingual, and Multicultural Education
• Teacher Education and Professional Development

Statement dc:rights

• Copyright 2011 Rose Gilmore Skepple

Repository record dc:identifier

https://encompass.eku.edu/etd/07

OAI identifier oai:identifier

oai:encompass.eku.edu:etd-1006