Preservice teachers explore culturally responsive instruction: Affirmation and resistance

Abstract

This study examines the experiences and responses of preservice teachers in one literacy class as they experienced and contemplated various aspects of culturally responsive instruction. The inquiry was planned to inform practice by identifying student response to significant course experiences that offered opportunities to reflect, respond, and dialogue about existing beliefs and critical issues concerning a responsive approach to teaching. Data collected included written early literacy memories, responses and reflections on professional readings and class discussions, teacher-researcher reflective notes, written artifacts and responses from various class activities, and responses to children's literature. Findings point to the need for teacher preparation classes that invite preservice teachers to reflect on their existing beliefs and identify points of tension as they mold their philosophies of teaching in preparation for the diversity of students in today's schools.

Reference

Mathis, J. B. (2000). Preservice teachers explore culturally responsive instruction: Affirmation and resistance. Literacy at a new horizon, 226-239.

Journal

Yearbook of the College Reading Association

Analysis

Is this article part of a larger project or series of studies?

yes

Does this study draw on a large, preexisting data set?

Research Approach

none stated
Qualitiative
teacher research

Geographic Setting

Southwestern United States

Institutional Context

University based

Certification Level

Programatic Focus

not stated

Research Location Context

Language arts methods
Literacy methods course

Preservice Participants

Not stated

Preservice Sample Size

Duration of Data Collection

1 semester

Data Sources

Reading Responses
Teacher-Researcher reflective notes
written artifacts and responses from various class activities (both independent and small group
written early literacy memories
written responses to children's literature

Data Analysis Tools

Constant comparative analysis
Open coding

Researcher Positionality

inside (staying their own students)
Inside (studying their own practices)

Research Questions

1. Do preservice teachers' responses and interactions to various aspects of the class represent old beliefs, new knowledge and insights, or a conflict of old and new perceptions? p. 228
Is this research question explicit from the manuscript? Yes

2. How do the preservice teachers perceive the pedagogical practices associated with culturally responsive instruction? 229
Is this research question explicit from the manuscript? Yes

3. Do the preservice teachers' beliefs limit the range of ideas and activities they consider?
Is this research question explicit from the manuscript? Yes