Using empathic identification as a literacy tool for building culturally responsive pedagogy with preservice teachers
Abstract
This study explores how teaching cases that featured diversity and literacy issues and self-reflexive writing exercises called postcard narratives can be used as tools by teacher educators for developing a culturally responsive pedagogy with preservice teachers. This study used interviews with the professor, a journal kept by the professor, a researcher reflective journal, a pre- and post-teaching case, non-participant observation notes, preservice teachers’ written narratives and the statistically significant results of the Cultural Diversity Awareness Inventory to understand the lived experiences of 20 preservice teachers and one professor during the course of one semester. The discourse drawn from the teaching cases and the written postcard narratives were shown to be effective tools to cultivate experiences that allow preservice teachers and teacher educators to learn about other cultures, embrace difference and develop a culturally responsive pedagogy.
Reference
Gunn, A., & King, J. (2015). Using empathic identification as a literacy tool for building culturally responsive pedagogy with preservice teachers. Teacher Development, 19(2), 168-185.
Journal
Teacher development
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
- Qualitiative
- Quantitative
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
- Literacy methods course
- University
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
20
Duration of Data Collection
Data Sources
- fieldnotes
- Researcher journals
- student-written postcard narratives
- teaching case
Data Analysis Tools
- coding Atlas.ti
- grounded theory
- Statistical analysis
Researcher Positionality
- inside (staying their own students)
Research Questions
How can the use of an empathic identity as a lens promote
the development of a culturally responsive pedagogy with preservice teachers?
Is this research question explicit from the manuscript? Yes