Clinical simulations are a promising approach to preparing preservice teachers for culturally responsive teaching. These simulations use actors to portray the role of students, parents, and coworkers in common problems of practice, but with a focus on issues of culture in such interactions. In this dissertation, I provide six design principles derived from both literature in medical education on standardized patient encounters for cultural competence as well as sociological literature on the relational work of doctors and teachers to guide the design and use of clinical simulations for culturally responsive teaching. I then use thematic analysis to examine what teachers learned from a clinical simulation of a student-teacher interaction that focused on issues of race and classroom discipline. Within this analysis, I conceptualize culturally responsive teaching as comprised of cultural consciousness, cultural competence, and critical reflection and look at how teachersâ starting points with respect to their own cultural identity development affected what they learned from the simulation. Finally, I provide a description of three trajectories of learning as focal cases in cross-comparative case analysis by looking at how three preservice teachers framed the problem in the simulation over time. In doing so, I look at when and how teachers were âpulled up shortâ by the experience such that it might serve as a critical incident in their professional development. Findings contribute to research on how preservice teachers learn to be culturally responsive and how to design and use clinical simulations for that purpose, and to broader conversations about how to adapt and refine instructional approaches from other professions.
| Identifer | oai:union.ndltd.org:VANDERBILT/oai:VANDERBILTETD:etd-03022016-165211 |
| Date | 15 March 2016 |
| Creators | Self, Elizabeth Anne |
| Contributors | Arna Banerjee, Barbara Stengel, Paul Cobb, Ilana S. Horn |
| Publisher | VANDERBILT |
| Source Sets | Vanderbilt University Theses |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.vanderbilt.edu/available/etd-03022016-165211/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Vanderbilt University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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