BECOMING CULTURALLY RESPONSIVE EDUCATORS: RETHINKING TEACHER EDUCATION PEDAGOGY CULTURALLY RESPONSIVE EDUCATIONAL SYSTEMS: EDUCATION FOR ALL PRACTITIONER BRIEF
2 THE MISSION OF THE NATIONAL CENTER FOR CULTURALLY RESPONSIVE EDUCATIONAL SYSTEMS (NCCREST) IS TO SUPPORT STATE AND LOCAL SCHOOL SYSTEMS TO ASSURE A QUALITY, CULTURALLY RESPONSIVE EDUCATION FOR ALL STUDENTS.
3 BECOMING CULTURALLY RESPONSIVE EDUCATORS: RETHINKING TEACHER EDUCATION PEDAGOGY Dr. Cathy Kea, North Carolina A&T State University Dr. Gloria D. Campbell-Whatley, University of North Carolina-Charlotte Dr. Heraldo V. Richards, Austin Peay State University ©2006NCCREST
Despite the steadily increasing numbers of culturally and linguistically diverse student populations in schools, not all teacher education programs (TEPs) readily embrace multicultural education or culturally responsive teacher education pedagogy (Gay, 2002). This brief has a twofold purpose: (a) to demonstrate the need for rethinking current approaches to teacher education pedagogy and (b) to provide guidelines for developing culturally responsive teacher education pedagogy. WHAT ARE THE KEY CHALLENGES RELATED TO DIVERSITY IN TEACHER EDUCATION PROGRAMS? Some schools of education have acknowledged the urgency for developing culturally competent teachers, while others grapple with ways to fit appropriate programs into their curriculum. Unconvinced of the academic merits of culturally responsive programming, but not wanting to appear “anti-diversity,” some TEPs will grudgingly add a diversity course to their curriculum. Overcoming this resistance is crucial to developing effective TEPs that will provide preservice teachers with the knowledge, skills, and dispositions needed to educate diverse learners. A major part of the resistance comes from teacher educators’ discomfort, if not fear of, addressing issues such as race and racism in their courses, or even on their campuses (Cochran-Smith, 2004). Resistance will persist and children from ethnically and linguistically diverse backgrounds will go unserved until schools and faculty acknowledge the need for culturally competent teachers in the classroom and the responsibility of TEPs to properly prepare these teachers. Coupled with this acknowledgement must be a willingness to truly value and celebrate diversity in programming and practices. WHAT SHOULD BE DONE TO CREATE TEPs THAT ARE MINDFUL OF DIVERSITY? Unfortunately, most preservice teachers lack the knowledge, skills, dispositions, and experiences needed to teach ethnically and linguistically diverse students. Davis (2001) found only 12 empirical articles pertaining to multicultural teacher preparation in special education between 1982 and 2000, and the studies reported limited ideas about diversity. Analysis of these studies revealed that researchers often limited ideas about culture to race and ethnicity.
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- Spring '12
- preservice teachers, TEPS, culturally responsive teachers