Using Reflection to Explore Cultural Responsiveness of Preservice Teachers

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Author(s): Louise Whitelaw (Neumann University, USA)and Laura McLaughlin Taddei (Neumann University, USA)
Copyright: 2018
Pages: 23
Source title: Fostering Reflective Teaching Practice in Pre-Service Education
Source Author(s)/Editor(s): Zineb Djoub (Abdelhamid Ibn Badis University of Mostaganem, Algeria)
DOI: 10.4018/978-1-5225-2963-7.ch009

Keywords: Education / Information Science Reference / Teacher Education

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Abstract

Preservice teachers need experiences that prepare them to work in a variety of settings with a diverse population. Teacher education programs work with mentor teachers and partner schools to provide preservice teachers with time to practice cultural responsiveness. Reflection can be used to explore and discuss these experiences. This chapter will include information on preparing culturally responsive educators with the use of advocacy and reflection, early hands-on experiences, and collaborative professional development. The study involved mentor teachers who reflected on the cultural responsiveness of students placed in their classroom. Preservice teachers completed a survey reflecting on their cultural responsiveness. Preservice teachers need opportunities to work in diverse settings with mentor teachers who support them through the process, and then opportunities to reflect on experiences. The feedback loop between teacher education programs, preservice and mentor teachers is a critical component to successfully preparing culturally responsive teachers.

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