Article ID Journal Published Year Pages File Type
4941726 Teaching and Teacher Education 2017 15 Pages PDF
Abstract
This paper examines how elementary teacher candidates experience Family Math and Science Nights with culturally and linguistically diverse children and families. Weekly reflections were analyzed using Gay's (2002, 2013) Culturally Responsive Teaching framework to highlight the process of enacting and thinking in key areas: (1) Changing attitudes and beliefs, (2) Leveraging culture and difference, (3) Grappling with resistance, and (4) Improving pedagogical connections. An action-oriented focus underscores that teacher candidates need multiple rounds of practice to disrupt traditional notions of teaching and move towards cultural responsiveness. Findings suggest the importance of repeated practice, context, and focused guided reflection.
Related Topics
Social Sciences and Humanities Social Sciences Education
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