ERIC Number: EJ1342724
Record Type: Journal
Publication Date: 2022-Jul
Pages: 32
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0042-0859
EISSN: EISSN-1552-8340
A Mixed-Methods Study of Teacher Dispositions and Culturally Relevant Teaching
Truscott, Diane; Stenhouse, Vera L.
Urban Education, v57 n6 p943-974 Jul 2022
The study tests the proposition that pedagogical orientations foster domain-specific teacher dispositions. Nineteen preservice teachers in an urban teacher certification program emphasizing culturally relevant teaching (CRT) were interviewed at the completion of all coursework and teaching experiences in diverse, urban classrooms. Dispositional statements (n = 405) were used in a comparative analysis that included cross-tabs chi-square statistics and contingency tables. The study found that teaching dispositions associated with two CRT domains, academic success and cultural competence, were prevalent, whereas dispositions associated with the critical consciousness domain were minimal. Interrelatedness was found for teacher dispositions associated with respect for diversity, authenticity, and generalizability.
Descriptors: Culturally Relevant Education, Cultural Awareness, Generalization, Academic Achievement, Teaching Methods, Preservice Teachers, Teacher Certification, Teacher Education Programs, Teacher Characteristics, Student Attitudes, Diversity, Urban Education, English Language Learners, Kindergarten, Elementary Secondary Education, Language of Instruction, Incidence
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://bibliotheek.ehb.be:2814
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Early Childhood Education; Elementary Education; Kindergarten; Primary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Department of Education (ED), Office of Innovation and Improvement
Authoring Institution: N/A
Grant or Contract Numbers: N/A