Training culturally responsive teachers : discovering teacher preparedness in implementing culturally responsive teaching post graduation
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This paper investigates how prepared novice teachers felt to integrate culturally responsive teaching into the curriculum, their daily classroom procedures, and within relationships to educate their students based on their undergraduate education in teacher training. American schools are experiencing teacher shortages and low retention rates, partially due to a lack of preparation to teach diverse student populations. Training on culturally sustaining and inclusive teaching is one way to combat this educational crisis. Through a phenomenological approach, this study aimed to provide insight into how prepared novice teachers felt to educate their students based on their undergraduate education in teacher training. The study included interviews with four teachers from four Missouri schools. Findings suggest a need for increased integration of culturally responsive teaching and inclusive teaching throughout the coursework.
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