Abstract

This longitudinal, qualitative program study investigated the impact of a four-year curriculum designed by the lead author to prepare Secondary Education Preservice Teachers (PSTs) to engage in culturally responsive pedagogy (CRP). Participation was voluntary and included six (n=6) White students enrolled at a small Catholic liberal arts college in the U.S. attended by a majority of White (74.0%) female (70.0%) students. Data collection took place over the course of three and one-half years and included student and instructor interviews, analysis of student work, and Helms’s Racial Identity Attitude Scales (pre-and post). Findings confirm that the development of PST’s critical consciousness and culturally responsive practices must be developmental, spiraled, and open to consistent change. The importance of educating PSTs in antiracist teaching practices in addition to CRP, as well as implications for undergraduate teacher education programs, are also discussed.

Presenters

Tracy Pelkowski
Associate Professor, Program Coordinator, Secondary Education, Salve Regina University, Rhode Island, United States

Details

Presentation Type

Paper Presentation in a Themed Session

Theme

Learning in Higher Education

KEYWORDS

Culturally Responsive Pedagogy, Teacher Education Program, Secondary Teachers

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