Preparing culturally responsive teachers: a systematic review-Reference-Cited by-同舟云学术

Preparing culturally responsive teachers: a systematic review

Published:2023-05-18 Issue:0 Volume:0 Page:
ISSN:2194-654X
Container-title:Multicultural Learning and Teaching
language:en
Short-container-title:

Author:

Miller Rhonda D.¹^ORCID,Gerzel-Short Lydia²,Kelly Jerae H.³,Uphold Nicole¹,Hsiao Yun-Ju⁴,Hovey Katrina A.⁵,Wei Yan⁶

Affiliation:

1. Spadoni College of Education and Social Sciences , Coastal Carolina University , Conway , SC , USA

2. College of Education , Northern Illinois University , DeKalb , IL , USA

3. College of Education, University of Hawai'i at Manoa , Honolulu , HI , USA

4. College of Education , Washington State University Tri-Cities , Richland , WA , USA

5. College of Education , Western Oregon University , Monmouth , OR , USA

6. College of Education , Southern Connecticut State University , New Haven , CT , USA

Abstract

Abstract As the world continues to ponder issues of equity and diversity, U.S. public schools face an expanding demographic divide between teachers and students. While diverse groups of public school students show an increase in population, the teaching workforce in the U.S. remains overwhelmingly White. The purpose of this systematic review is to examine how preservice teachers (PST) are being prepared to be culturally responsive. A total of 26 studies published between 2006 and 2020 were reviewed. The results indicate that PSTs’ learning experiences are varied and tend to be stand-alone approaches focused on changing the attitudes and beliefs of PSTs. Findings also bring to light the vagueness of terminology used in the research to define cultural groups of students, the conspicuous absence of studies related to LGBTQ+ populations, and the lack of study replications. Implications for future research are discussed.

Publisher

Walter de Gruyter GmbH

Subject

Industrial and Manufacturing Engineering,Metals and Alloys,Strategy and Management,Mechanical Engineering

Link

https://www.degruyter.com/document/doi/10.1515/mlt-2023-0004/pdf

Reference53 articles.

1. *References marked with an asterisk indicate studies that were included in the systematic review.

2. *Aguirre, J. M., Zavala, M. R., & Katanyoutanant, T. (2012). Developing robust forms of pre-service teachers’ pedagogical content knowledge through culturally responsive mathematics teaching analysis. Mathematics Teacher Education and Development, 14(2), 112–136.

3. Akiba, M. (2011). Identifying program characteristics for preparing pre-service teachers for diversity. Teachers College Record, 113(3), 658–697. https://doi.org/10.1177/016146811111300304

4. Alim, H. S., & Paris, D. (2017). What is culturally sustaining pedagogy and why does it matter? In H. S. Alim, & D. Paris (Eds.), Culturally sustaining pedagogies: Teaching and learning for justice in a changing world (pp. 1–21). Teachers College Press.

5. *Bottoms, S. I., Ciechanowski, K., Jones, K., de la Zoz, J., & Fonseca, A. L. (2017). Leveraging the community context of family math and science nights. Teaching and Teacher Education, 61, 1–15. https://doi.org/10.1016/j.tate.2016.09.006

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