Year: 2015
Type: article
Abstract: This action research study examines a graduate level course on Ethnicity and Education. Eighteen teacher participants enrolled in a Master of Education program. Course instructors analyzed teacher participants’ perceptions of culturally responsive teaching. A teaching plan, a post-course questionnaire, a focus group interview, and a follow up questionnaire were collected after the course. Analysis of the data generated three themes: 1) Doing culturally responsive activities; 2) Moving towards culturally responsive teaching as a perspective; and 3) Being a culturally responsive teacher . This article suggests ways teacher educators might re-conceptualize culture-based courses to deepen teacher perspectives rather than merely enhance teaching activities which support culturally responsive teaching and learning.
Institutions: University of Hawaii at Hilo, University of Hawaiʻi at Mānoa
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2140767401