Reflective Journeys Toward Culturally Relevant Pedagogy

Authors

Tonia Renee Durden, University of Nebraska - LincolnFollow
Diane M. Truscott, Georgia State University

Document Type

Article

Date of this Version

2010

Citation

American Educational Research Association, 2010

Comments

Copyright 2010 Tonia Renee Durden and Diane M. Truscott.

Abstract

In this qualitative case study we used Bronfenbrenner’s ecological systems theory methodologically and theoretically to investigate the reflections of three elementary pre-service teachers as they were learning about teaching culturally and linguistically diverse students. Data sources included a questionnaire, interview transcripts, course documents, and individual written records. Cross and within case analyses were conducted using a priori and open coding for all data utilizing the analytic strategy of relying on theoretical propositions. Findings suggested that participants’ reflected beyond the classroom on influences that impact the education of diverse students and there were program specific factors that encouraged critical reflectivity across systems of influence. This study offers insights about using critical reflectivity in developing pre-service teachers’ understandings of culturally relevant pedagogy. In this qualitative case study we used Bronfenbrenner’s ecological systems theory methodologically and theoretically to investigate the reflections of three elementary pre-service teachers as they were learning about teaching culturally and linguistically diverse students. Data sources included a questionnaire, interview transcripts, course documents, and written records. Cross and within case analyses were conducted using a priori and open coding for all data utilizing the analytic strategy of relying on theoretical propositions. Findings suggested that participants’ reflected beyond the classroom on influences that impact the education of diverse students and there were program specific factors that encouraged critical reflectivity across systems of influence. This study offers insights about using critical reflectivity in developing pre-service teachers’ understandings of culturally relevant pedagogy.