Culturally responsive practices for teacher candidates: a neighborhood treasure hunt

• Published in: Journal for multicultural education Vol. 13; no. 1; pp. 19 - 32
• Main Authors: Johnson, Velma, Carpenter, Jan, Richards, Centae, Vincent, Kathleen Brennan
• Format: Journal Article
• Language: English
• Published: Bingley Emerald Publishing Limited 08.04.2019; Emerald Group Publishing Limited
• Subjects: Academic achievement; Classrooms; Community; Consciousness Raising; Culturally Relevant Education; Culture; Curricula; Education; Educational Change; Educational Research; Field Experience Programs; Field Instruction; Knowledge; Learning; Learning Processes; Low income groups; Minority & ethnic groups; Multicultural education; Neighborhoods; Pedagogy; Population; Preservice Teacher Education; Preservice Teachers; Schools; Self Efficacy; Student Attitudes; Students; Teacher education; Teachers; Teaching; Teaching Methods; Values; Culturally responsive; Responsive pedagogy; Educator preparation; Community mapping; Neighborhood treasure hunt; Culturally relevant
• ISSN: 2053-535X; 2053-5368
• DOI: 10.1108/JME-07-2017-0042

Purpose The purpose of this paper is to explore how, and to what degree, culturally responsive field experiences influence the knowledge, beliefs, perspectives and abilities of teacher candidates in an educator preparation program (EPP). Design/methodology/approach Researchers conducted a mixed methods study using a pre-/post-Likert scale survey regarding pre-service teacher beliefs, reflections, Professional Learning Communities (PLC) meetings and observations by the researchers. Findings Teacher candidates expressed greater confidence in their ability to perform culturally responsive tasks by the end of their first field experience, but also indicated ambivalence toward the importance of those tasks. Research limitations/implications The paper’s limitations include the small number of participants, the short timeframe of the study and it was year one implementation of a new model. Practical implications A community mapping experience called the Neighborhood Treasure Hunt (NTH), in conjunction with the other components of the educator preparation program, impacted teacher candidates’ understanding of culturally responsive teaching practices, their perception of their ability to perform them and the importance of culturally responsive teaching. Each program component is necessary to raise awareness and effect change. Originality/value Based on the research of Ladson-Billings (1994) and Author 1 (2007), the NTH was intentionally integrated into the field experience component. Author 1 (2007) was involved in this process adding integrity, authenticity and originality to the research study with teacher candidates in an EPP.