Using modelling to make culturally responsive pedagogy explicit in preservice teacher education in Finland. (7th August 2019)

• Record Type: Journal Article
• Authors: Acquah, Emmanuel O.; Szelei, Nikolett; Katz, Heidi T.
• Is Part Of: British educational research journal. Volume 46:Number 1(2020:Feb.)
• Page Start: 122
• Page End: 139
• Publication Date: 2019-08-07
• Subjects: modelling in teacher education -- culturally responsive pedagogy -- preservice teachers -- teacher education -- instructional strategies; Education -- Research -- Great Britain -- Periodicals; Éducation -- Recherche -- Grande-Bretagne -- Périodiques; 370.7
• DOI: 10.1002/berj.3571
• Languages: English
• ISSNs: 0141-1926

Abstract

Abstract : Despite multiculturalism being discussed in teacher education, teachers still often feel insecure in the classroom around developing meaningful practices. This might be due to several issues about how preservice teachers are taught. In this article, modelling culturally responsive pedagogy is demonstrated as a promising strategy in shaping preservice teachers' learning experiences and facilitating the finding of pedagogical responses in their future work. The article examines preservice teachers' awareness of modelling as a teaching strategy in a multicultural education course in Finland, and the ways in which they connected the modelled strategy to their own learning and intentions for future teaching. A total of 246 reflective learning journals were analysed qualitatively, using a constant comparison approach. The results indicate that preservice teachers recognised and reflected on modelling culturally responsive pedagogy. They highlighted several aspects of the culturally responsive activities, environment and teacher educator behaviours modelled for them. For some preservice teachers, this recognition stayed at the level of personal awareness of own learning on the course, but for others these revelations were springboards to start forming ideas about future teaching practice. Preservice teachers articulated their intentions about the kind of teachers they would like to become, their principles in teaching, as well as specific teaching/learning activities. We present how the modelling of culturally responsive pedagogy strategies allowed preservice teachers to self‐reflect, critique and connect their own learning experiences to future practice. Therefore, modelling culturally responsive pedagogy is argued to be a fruitful strategy in teacher education.