Preparing Culturally Responsive Teachers: Effective Practices in Teacher Education

ABSTRACT

Despite the growing diversity in our nation’s schools, many teacher educators avoid discussions on diversity issues for myriad reasons. As a result, numerous preservice teachers lack quality learning opportunities to become well versed on issues of diversity in meaningful ways that can translate to P-12 practice. This article elaborates on instructional practices and resources used by teacher educators who, grounded in an understanding of diversity awareness and identity development as well as culturally relevant pedagogy, are actively preparing the next generation of teachers who are culturally responsive.

Keywords:

• Culturally relevant pedagogy
• diversity
• identity development
• pedagogical practices and resources
• teacher preparation

Additional information

Notes on contributors

Cheryl R. Ellerbrock

Cheryl R. Ellerbrock is an Associate Professor of Middle Grades and General Secondary Education at the University of South Florida. Her research interests include exploring ways secondary school environments support adolescent learners’ needs, investigating ways to foster responsive school transitions, and fostering developmentally and culturally responsive educators.

Bárbara C. Cruz

Bárbara C. Cruz is a Professor of Social Studies Education at the University of South Florida. Her teaching and research interests center on social studies education, teacher education, global and multicultural perspectives in education, and English language learners

Anete Vásquez

Anete Vásquez is an Associate Professor of English Education at Kennesaw State University. Her research interests include all aspects of the clinical preparation of teachers, particularly in the area of preparing teacher candidates to work with diverse learners.

Elaine V. Howes

Elaine V. Howes is a Senior Science Specialist at the American Museum of Natural History in New York City. Her teaching and research focus on preparing and supporting early career science teachers for urban, high-needs schools.