The increase in cultural diversity within the K-12 U.S. student population has resulted in a greater focus on preparing future teachers to enact culturally responsive pedagogy (Villegas and Lucas, 2002). Over the past two decades, various scholars have studied the perceptions and dispositions of teachers in regard to topics of multiculturalism, diversity, and social justice education. However, there remains a limited number of studies which address beginning teachers' transitions from the conceptualization to the implementation of culturally responsive teaching. This study employs a qualitative approach to examining one first-year teacher's understandings of culturally responsive pedagogy and her experiences with implementing a culturally responsive curriculum unit. The researcher took on the role of a participant-observer to engage in-depth data collection and analysis through the use of a variety of data sources including: interviews, lesson planning sessions, classroom observations, field notes, analytic memos, and reflective journal entries.
The findings of the study reveal the importance of coursework on culturally responsive pedagogy during teacher education and the need for increased support, through mentoring and modeling, to assist preservice and novice teachers in their efforts to translate culturally responsive theory into practice. Longitudinal studies which begin in teacher education and follow participants into their first year of teaching are needed to contribute further insight regarding the challenges faced by, and needs of, novice teachers who attempt to teach in culturally responsive ways. / Doctor of Philosophy / The increase in cultural diversity within the K-12 U.S. student population has resulted in a greater focus on preparing future educators to teach in ways that are responsive to the needs of their culturally diverse students. Over the past two decades, more research has been conducted on topics of multiculturalism, diversity, and social justice education. However, there remains a limited number of studies which address beginning teachers' transitions from their understanding to their implementation of culturally responsive teaching. This study examines one first-year teacher's understandings of culturally responsive teaching and her experiences with implementing a culturally responsive curriculum unit. The researcher conducted in-depth data collection and analysis through the use of a variety of data sources including: interviews, lesson planning sessions, classroom observations, field notes, memos, and reflective journal entries. The findings of the study reveal the importance of coursework on culturally responsive teaching during teacher education and the need for increased support, through mentoring and modeling, to assist preservice and novice teachers in their efforts to translate the concepts of culturally responsive teaching into practice.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/115161 |
| Date | 23 May 2023 |
| Creators | Motley, Kenya Mahogany |
| Contributors | Education, Vocational-Technical, Billingsley, Bonnie S., Weaver-Hightower, Marcus Bennett, Fortune, Donna J., Brand, Brenda R. |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | ETD, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
Page generated in 0.0076 seconds