Supporting Teachers' Development of Cultural Competence Through Teacher Research

ABSTRACT

This article describes how teachers in an advanced master's degree program developed their understanding of multicultural education through the process of teacher research. Using qualitative research methods, the researchers analyzed in-class discussions and conversations, online and written reflections, and the teachers' culturally focused action research studies. When teachers were engaged in research in their classrooms while concurrently studying selected readings about culture and diversity, three main themes emerged as significant findings in data analysis: (a) teachers used their educational contexts and classroom experience to expand their conceptualization of culture; (b) teacher research facilitated professional understanding about multiculturalism; and (c) resistance was present in various forms when learning about culture and diversity. Results suggest that teacher research has the potential to support the growth of multicultural understanding and the resultant pedagogical application of new knowledge of in-service teachers.