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Student Teachers' Experiences of Cultural Diversity During Student Teaching: A Journey to Developing Culturally Responsive Classrooms

Student Teachers' Experiences of Cultural Diversity During Student Teaching: A Journey to Developing Culturally Responsive Classrooms

Abdulsalami Ibrahim, Shirley Johnson
Copyright: © 2021 |Pages: 21
ISBN13: 9781799836520|ISBN10: 1799836525|ISBN13 Softcover: 9781799836537|EISBN13: 9781799836544
DOI: 10.4018/978-1-7998-3652-0.ch006
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MLA

Ibrahim, Abdulsalami, and Shirley Johnson. "Student Teachers' Experiences of Cultural Diversity During Student Teaching: A Journey to Developing Culturally Responsive Classrooms." Designing Culturally Competent Programming for PK-20 Classrooms, edited by Katherine Sprott, et al., IGI Global, 2021, pp. 98-118. https://doi.org/10.4018/978-1-7998-3652-0.ch006

APA

Ibrahim, A. & Johnson, S. (2021). Student Teachers' Experiences of Cultural Diversity During Student Teaching: A Journey to Developing Culturally Responsive Classrooms. In K. Sprott, J. O'Connor Jr., & C. Msengi (Eds.), Designing Culturally Competent Programming for PK-20 Classrooms (pp. 98-118). IGI Global. https://doi.org/10.4018/978-1-7998-3652-0.ch006

Chicago

Ibrahim, Abdulsalami, and Shirley Johnson. "Student Teachers' Experiences of Cultural Diversity During Student Teaching: A Journey to Developing Culturally Responsive Classrooms." In Designing Culturally Competent Programming for PK-20 Classrooms, edited by Katherine Sprott, Johnny R. O'Connor Jr., and Clementine Msengi, 98-118. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-3652-0.ch006

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Abstract

Multicultural education and culturally responsive pedagogy training should be within the core curriculum and begin in teacher preparation programs. This could be accomplished by providing opportunities for teacher candidates to research and acquire knowledge regarding cultural characteristics and cultural contributions of diverse students, pedagogy, instructional strategies, methods, and resources that support diverse student populations. This chapter presents the results of a mixed-method study that examined student teachers' perceptions and understanding of culturally responsive pedagogy and instructional strategies observed and utilized in classrooms during student teaching in diverse classrooms. Findings revealed that student teachers were inexperienced in terms of being culturally responsive educators. The authors suggest that educators engage student teachers in class projects within the scope of culturally responsive practices. The chapter concludes with a list of reflection questions for K through 20 educators.

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