Abstract
This article examines the positive impact of an exercise in which a group of pre-service teachers enrolled in a cultural diversity course at a Midwestern University deconstructed the contents of a video to better understand how culturally responsive teaching can significantly impact the teaching learning process especially with marginalized student populations. Preservice teachers were required to watch a video on culturally responsive teaching and engage in a "free write" based on the contents of the video. After that, students were asked to respond to two prompts based on content from the video. Data analysis from their "free writes," prompts responses, and oral responses indicated that this experience helped them to become more aware of the changing demographics within our school system and the importance of being a culturally responsive educator, and the need for more culturally responsive teachers in the classrooms.
Recommended Citation
Vaughan, Winston
(2023)
"Deconstructing Culturally Responsive Teaching/Learning: Preservice 20 Teachers' Perspectives,"
Teacher Education Journal of South Carolina: Vol. 16:
No.
3, Article 4.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol16/iss3/4