By Conra D. Gist (auth.)

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Additional resources for Preparing Teachers of Color to Teach: Culturally Responsive Teacher Education in Theory and Practice

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In doing so, the utilization of a culturally responsive conceptual framework for examining pedagogical and programmatic practices designed to support the development of effective teachers of color can be explored. 0003 Placing Teacher Diversity at the Center  The field has been slow to consider the culturally responsive practices of teacher educators in part because there is a tendency to categorize pre-service teachers as a homogeneous group. ” (p. 337). We need to learn more about what it means to be responsive to the preparation needs of teacher candidates of color so they too can be prepared as high-quality teachers who have strong content area understandings but also are empowered to apply cultural and linguistic knowledge about students and communities of color to their teaching practices.

In light of my stance as a researcher, this study examines the preparation experiences of mostly female teacher candidates of color in teacher education programs to expand and add to the current literature on teachers of color. The teacher education literature often considers teachers as a monolithic group of White females and ignores the preparation experiences of candidates of color. Subsequently, educational research has paid little attention to culturally specific approaches to content and instruction with candidates of color in teacher education.

My adaptation of the culturally responsive pedagogy literature represents a pragmatic approach to understanding pedagogy for teacher candidates of color by examining the relevance of constructs of culturally responsive pedagogy in content and instructional practices of teacher educators. In doing so, the utilization of a culturally responsive conceptual framework for examining pedagogical and programmatic practices designed to support the development of effective teachers of color can be explored.

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