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"So, How Real Can I Get?": Opportunities and Obstacles for Teacher Learners Enacting Culturally Responsive Pedagogy.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	"So, How Real Can I Get?": Opportunities and Obstacles for Teacher Learners Enacting Culturally Responsive Pedagogy./
作者:	Baize, Jonathan P.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	219 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-03, Section: A.
Contained By:	Dissertations Abstracts International83-03A.
標題:	Teacher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28715983
ISBN:	9798544207375

"So, How Real Can I Get?": Opportunities and Obstacles for Teacher Learners Enacting Culturally Responsive Pedagogy.
Baize, Jonathan P.

"So, How Real Can I Get?": Opportunities and Obstacles for Teacher Learners Enacting Culturally Responsive Pedagogy. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 219 p.

Source: Dissertations Abstracts International, Volume: 83-03, Section: A.

Thesis (Ph.D.)--University of Louisville, 2021.

This item must not be sold to any third party vendors.

In this qualitative study, I examine the experiences of three alternative-certification teachers (teachers who begin teaching as they worked to complete teacher education courses for initial certification) whom I call "teacher learners" (Jacobs & Low, 2017) as they try to enact culturally responsive practices while navigating their first-year of teaching. The teacher learners worked to develop their understanding and capacities to enact a culturally responsive pedagogy (CRP) even as they were faced with the obstacles inherent to shifting teaching practices in K-12 schools. Through these challenges, they still furthered their conceptualization of CRP, as evidenced by, and in some ways guided by, their work with a lesson planning template inspired by Foster et al.'s (2020) The Heuristic for Thinking About Culturally Responsive Teaching (HiTCRiT). I situate this study in Vygotskian sociocultural theory, Freire's (1970) work on critical consciousness, and lean heavily on Ladson-Billings's (1995) conceptualization of a "culturally relevant pedagogy" in my analysis of the teacher learners' interviews and work. I employed qualitative data collection methods of interviewing and the collection and analysis of artifacts from the teacher learners' coursework in an English teaching methods course. I listen to their depictions of attempts to enact CRP and develop their knowledge of it within the generally unaccommodating cultures of practice in their schools, and using discourse analysis, explore those attempts through their work on the HiTCRiT planning template. The data show that the teacher learners-Jennifer, Janet, and Samantha-expanded their understanding of culturally responsive pedagogy as a concept (Smagorinsky et al., 2003), an informed theory of practice. Additionally, the data show that the teacher learners lacked the influence of experienced colleagues prepared to mentor them in CRP and that those colleagues often served as obstacles to this goal. While this situation sheds light on challenge teachers face enacting CRP in K-12 schools, the teacher learners showed, through their work teaching online and away from the wider cultures of their schools during the COVID-19 lockdown, that using the HiTCRiT planning tool allowed them to explore and expand their teaching in cultural responsive ways.

ISBN: 9798544207375Subjects--Topical Terms:

3172312
Teacher education.
Subjects--Index Terms:

Culturally responsive pedagogy

"So, How Real Can I Get?": Opportunities and Obstacles for Teacher Learners Enacting Culturally Responsive Pedagogy.
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