Culturally Responsive Pedagogy for Teacher Candidates of Color in Teacher Education Programs
Item
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Title
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Culturally Responsive Pedagogy for Teacher Candidates of Color in Teacher Education Programs
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Identifier
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d_2009_2013:946476de5643:10881
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identifier
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11219
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Creator
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Gist, Conra D.,
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Contributor
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Terrie Epstein
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Date
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2011
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Language
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English
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Publisher
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City University of New York.
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Subject
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Teacher education | culturally responsive pedagogy | sociocultural consciousness | teacher candidates of color | teacher education programs
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Abstract
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This dissertation study uses culturally responsive pedagogy as a conceptual framework for exploring how teacher educators structure content, pedagogy, and classroom communities for teacher candidates of color at two model teacher education programs. Using multiple data sources including interviews, focus groups, classroom observations, faculty and teacher candidate logs, and course syllabi and assignments, this study found that the content knowledge and learning experiences of teacher candidates of color was enhanced by pedagogy that was culturally and linguistically raced, gendered and couched in a critical analysis of inequality. "Critically conscious" teacher educators were more likely to integrate "sociocultural consciousness" into their pedagogy, which resulted in the following changes in teacher candidates of color: 1) facilitated among teacher candidates of color an empowered view of their academic abilities and resources; 2) equipped them with critical epistemology to be "change agents" in public schools; and 3) provided them with a cultural and linguistic toolbox for instruction for all students. Findings suggest that "critically conscious" teacher educators may increase the likelihood of teacher candidates of color becoming highly qualified and effective teachers in the future. A theoretical framework for cultivating and identifying "critically conscious" teacher educator pedagogy for teacher candidates of color is also provided, in addition to a discussion of the implications for accountability measures in teacher education policy.
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Type
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dissertation
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Source
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2009_2013.csv
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degree
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Ph.D.
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Program
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Urban Education
