Thursday, April 21, 2016
Cultural Proficiency: Can We Build on Difference?
Project Type
Event
Abstract
As the demographics of today's K-12 classrooms continue to absorb culturally and linguistically diverse (CLD) students, teachers must enter classrooms ready to facilitate culturally-proficient instruction and implement strategies that provide equitable access to success for all students. However, less than 25% of teachers feel prepared to work in CLD classrooms. In an attempt to better prepare future teachers for CLD classrooms, research has focused on understanding the training teacher candidates receive prior to entering their first classroom, including teacher candidates' perceptions of their ability to transform curriculum strategies into culturally-responsive instructional practices.
Cultural Proficiency: Can We Build on Difference?
Reed 330
As the demographics of today's K-12 classrooms continue to absorb culturally and linguistically diverse (CLD) students, teachers must enter classrooms ready to facilitate culturally-proficient instruction and implement strategies that provide equitable access to success for all students. However, less than 25% of teachers feel prepared to work in CLD classrooms. In an attempt to better prepare future teachers for CLD classrooms, research has focused on understanding the training teacher candidates receive prior to entering their first classroom, including teacher candidates' perceptions of their ability to transform curriculum strategies into culturally-responsive instructional practices.