Effective facets of a field experience that contributed to either preservice teachers’ developing understandings about culturally responsive teaching
Abstract
I investigated eight preservice teachers’ understandings about culturally responsive pedagogy as they tutored children in writing from different ethnic, socioeconomic, cultural, and linguistic backgrounds in an afterschool program at a local community center. I utilized an embedded case study and chose constant comparison, within-case analysis and cross-case analysis. I recommend effective aspects of the field experience, which facilitated preservice teachers’ development of deeper understandings about culturally responsive pedagogy: one-on-one student teacher interaction and scaffolding critical reflection.
Reference
Bennett, S.V. (2012). Effective facets of a field experience that contributed to either preservice teachers' developing understandings about culturally responsive teaching. Urban Education, 48(3), 380-419.
Journal
Urban Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
- Embedded case study
- Qualitiative
Geographic Setting
- Southeastern United States
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- undergraduate preservice teachers
Preservice Sample Size
8
Duration of Data Collection
Data Sources
- Focus group interviews
- Interviews
- Perservice teachers' reflections
- Reflexive journal
- Written field notes
Data Analysis Tools
- Constant comparative analysis
- cross-case analysis
- Within-case analysis
Researcher Positionality
- Inside (studying their own programs)
Research Questions
While preservice teachers tutor diverse student populations, what effective facets of field experience contribute to developing understandings about culturally responsive teaching?
Is this research question explicit from the manuscript? Yes
While preservice teachers tutor diverse student populations, what ineffective facets of field experience provide limited contributions to developing understandings about culturally responsive pedagogy?
Is this research question explicit from the manuscript? Yes