This study investigates the ways in which mathematics teacher educators (MTEs) influence future mathematics teachers' (FMT) understanding of learners’ cultural diversity. The rationale for cultural diversity is grounded in theories of culturally relevant pedagogy (CRP). The context of the study is similar to the use of differentiated instruction, where learners from different academic levels are offered varied strategies to access mathematics content. In a similar manner, this study investigates the recognition and consideration of learners’ diverse cultural backgrounds to develop teaching strategies. Ultimately, this research aims to contribute to the development of pedagogical content knowledge (PCK) in teaching. A key way to develop PCK is by empowering individual learners to embrace their cultural identity and develop their professional identity. The study also points out the need to examine cultural identity when developing teaching strategies because of the diverse student and FMT population. With the changing classroom composition alongside progress in understanding cultural diversity, there is a need to explore the ways MTEs influence and model understandings of culture to FMTs for the development of PCK. From this premise, culturally competent teachers create instruction that can improve student academic achievement by incorporating aspects of and giving value to learners’ cultural diversity. Creating this type of instruction means recognizing students' cultural upbringing and fostering it to develop strong relationships between school and community. The benefits of doing so advance social goals and create culturally responsive learning environments. Findings reveal that MTEs are less interested in familiarising themselves with their student teachers' cultural identity, and getting to know the FMTs' academic level is the extent of information required to initiate academic self-efficacy. More research on CRP in teacher education is warranted to influence and build a new generation of creative and innovative teachers in culturally diverse classrooms.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-60921 |
| Date | January 2023 |
| Creators | Frederiksen, Gemma |
| Publisher | Malmö universitet, Centrum för akademiskt lärarskap (CAKL) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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