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Preparing Teacher Candidates to become Culturally Sustaining Educators
Abdulrahim, Naheed
Abdulrahim, Naheed
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Abstract
The purpose of this exploratory, qualitative study was to examine teacher candidates’ perspectives and experiences about teaching students with dis/abilities from nondominant backgrounds in culturally sustaining ways. I conducted a series of individual interviews and focus groups with 12 teacher candidates in two teacher preparation programs (general education, special education) at one university. My conceptual framework for this study drew on teacher identity development, knowledge of culturally sustaining theory and practice, and knowledge in practice. Three themes emerged from the analysis: (a) Learning from Students and Families; (b) Fluid and Responsive Notions of Culture; and (c) Situating the Self in Cultural Translations. The findings reveal an emerging receptivity among the teacher candidates to equity-based teaching approaches, such as culturally sustaining pedagogy as indicated in their discussions about their roles and intentions as future teachers. However, the teacher candidates’ understanding of culturally sustaining practices were surface level constructs that suggests the need to develop deeper learning in practice. Implications for how teacher preparation programs can cultivate teacher candidates’ identities and dispositions for culturally sustaining practices were discussed.
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2021-01-01
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University of Kansas
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This item contains archived web content.
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Abdulrahim_ku_0099D_17597_DATA_1.pdf
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Keywords
Special education, Teacher education, Pedagogy, cultural historical activity theory (CHAT), culturally sustaining pedagogy, identity, intersectionality, qualitative research, teacher preparation