ABSTRACT
This qualitative case study examined two pre-service teachers’ learning experiences in relation to encountering modelling culturally responsive teaching (CRT) in a multicultural education course. Using Constant Comparison Approach, the researchers searched for evidence of observing aspects of modelling in the course, and described the pre-service teachers’ learning experiences that occurred in relation to this observation, as well as the possible transformation they went through. The study revealed that the critical, justice-oriented teacher education course that implemented modelling CRT activities and behavior seemed to help pre-service teachers to transform and extend their conceptual knowledge of CRT, critically reflect and reconstruct prior knowledge, and connect these experiences to future teaching practice. Based on the data, a framework for modelling CRT in teacher education is delineated. Implications for teacher education are addressed.
Disclosure statement
No potential conflict of interest was reported by the authors.
ORCID
Emmanuel O. Acquah http://orcid.org/0000-0003-3720-443X
Notes
1 Names of participants are pseudonyms.
2 Personal sensitive data. Removed for privacy purposes.