Becoming Culturally Relevant: A Study of Prospective Teachers' Conceptions of the Relevance of Culture to Teaching and Learning
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The Ohio State University / OhioLINK
2012
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| Online Access: | http://rave.ohiolink.edu/etdc/view?acc_num=osu1337897874 |
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ndltd-OhioLink-oai-etd.ohiolink.edu-osu13378978742021-08-03T06:05:17Z Becoming Culturally Relevant: A Study of Prospective Teachers' Conceptions of the Relevance of Culture to Teaching and Learning Skon, Jane Teacher Education Teaching Culturally relevant teaching culturally responsive teaching culturally relevant pedagogy teacher education <p>History documents societal and cultural inequities that have privileged White middle class students over students of other cultures and classes in the United States. Existing literature indicates inequitable access to educational opportunities result from a number of factors that would indicate systemic practices that perpetuate a gap in academic achievement. Addressing these factors must include reforms in teacher education to promote teaching practices that are culturally relevant to all students, rather than only to those of dominant culture. Teacher education programs accept responsibility to educate prospective teachers with knowledge, skills and dispositions to practice culturally relevant pedagogy in order to effectively teach all students. This responsibility is intensified by the fact that a disproportionate majority of the teaching force, as well as of prospective teachers, are of the dominant culture. The context of the site selected for this study is particularly appropriate because the population is primarily White, middle class, and monocultural, having very limited prior experience with people of other cultures.</p><p>The purpose of this study was to explore the beliefs and conceptions of prospective teachers from monocultural backgrounds at each stage of an undergraduate program in a rural university. The majority of the participants in this study had limited experience, at least initially, with cultural differences. Their beliefs and conceptions at each stage of the program were examined along with what experiences they found to have an impact on the construction of their beliefs and conceptions. Among the most experiences that participants described as having the greatest impact on their developing cultural competence was building relationships with people of other cultures, whether in a field experience, university class, or informal interactions outside of the academic setting. For those who have had particularly insular backgrounds, the initial diverse field experience had less impact than subsequent experiences. In addition, experiences that involved extended one-to-one contact with a student of a different culture had a greater impact in their construction of cultural competence than did a field experience where the prospective teacher simply observed a class of diverse students.</p> 2012-06-25 English text The Ohio State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=osu1337897874 http://rave.ohiolink.edu/etdc/view?acc_num=osu1337897874 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws. |
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NDLTD |
| language |
English |
| sources |
NDLTD |
| topic |
Teacher Education Teaching Culturally relevant teaching culturally responsive teaching culturally relevant pedagogy teacher education |
| spellingShingle |
Teacher Education Teaching Culturally relevant teaching culturally responsive teaching culturally relevant pedagogy teacher education Skon, Jane Becoming Culturally Relevant: A Study of Prospective Teachers' Conceptions of the Relevance of Culture to Teaching and Learning |
| author |
Skon, Jane |
| author_facet |
Skon, Jane |
| author_sort |
Skon, Jane |
| title |
Becoming Culturally Relevant: A Study of Prospective Teachers' Conceptions of the Relevance of Culture to Teaching and Learning |
| title_short |
Becoming Culturally Relevant: A Study of Prospective Teachers' Conceptions of the Relevance of Culture to Teaching and Learning |
| title_full |
Becoming Culturally Relevant: A Study of Prospective Teachers' Conceptions of the Relevance of Culture to Teaching and Learning |
| title_fullStr |
Becoming Culturally Relevant: A Study of Prospective Teachers' Conceptions of the Relevance of Culture to Teaching and Learning |
| title_full_unstemmed |
Becoming Culturally Relevant: A Study of Prospective Teachers' Conceptions of the Relevance of Culture to Teaching and Learning |
| title_sort |
becoming culturally relevant: a study of prospective teachers' conceptions of the relevance of culture to teaching and learning |
| publisher |
The Ohio State University / OhioLINK |
| publishDate |
2012 |
| url |
http://rave.ohiolink.edu/etdc/view?acc_num=osu1337897874 |
| work_keys_str_mv |
AT skonjane becomingculturallyrelevantastudyofprospectiveteachersconceptionsoftherelevanceofculturetoteachingandlearning |
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