A multi-dimensional model: implications for preparing pre-service teachers for culturally responsive teaching

ABSTRACT

While knowledge, attitudes and beliefs as well as skills are integrated parts of Culturally Responsive Teaching (CRT) competency, few teacher education programmes have targeted the well-rounded CRT competency in all of these three aspects. Drawing on the conceptual framework of CRT competency and constructivist learning theory, the present study investigated the impact of a field experience model on developing pre-service teachers’ (PSTs) CRT competency. This model was comprised of multi-dimensional activities including classroom observations and interactions with English language learners (ELLs), a community walk, community events participation, interviewing mentor teachers, and critical reflections. The data was collected through a triangular process including PSTs’ (N = 10) reflections, course projects, and interviews with PSTs. The results indicated that this model enriched PSTs’ knowledge about ELLs, positively changed PSTs’ attitudes and beliefs towards ELLs, and developed their potential abilities in CRT. The study also identified effective elements in preparing PSTs’ CRT to provide implications and recommendations for future PST education programmes.

KEYWORDS:

• English language learners
• pre-service teacher
• teacher education
• culturally responsive teaching
• field experience

Acknowledgments

The authors thank Dr. Cheryl Craig who provided insightful guidance on how to conduct this study, and Dr. Edie Cassell who provided tremendous assistance with data collection.

Additional information

Notes on contributors

Xueyan Hu

Xueyan Hu is an associate professor at China Three Gorges University. She obtained her doctoral degree at Texas A&M University. Her research interests are biliteracy and teacher education.

Zhihong Xu

Dr. Zhihong Xu is a research assistant at Texas A&M University. She has years of teaching and research experience. Her research interests are educational technology and second language acquisition.

Monica Neshyba

Dr. Monica Neshyba is a clinical assistant professor at Texas A&M University. She has been involved in education for over twenty years. Her research interests are bilingual/ESL education and culturally & linguistically diverse populations.

Zihan Geng

Zihan Geng is a Ph.D. candidate at Texas A&M University. Her research interests are teacher education and task-based language learning and teaching.

Rachel Turner

Rachel Turner is a Ph.D. candidate at Texas A&M University. She has 7 years of teaching and research experience. Her research interests are social studies and teacher education.