Culturally Responsive Teaching in Diverse Classrooms: A Framework for Teacher Preparation Program
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| Názov: | Culturally Responsive Teaching in Diverse Classrooms: A Framework for Teacher Preparation Program |
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| Jazyk: | English |
| Autori: | Hamed Ghaemi (ORCID |
| Zdroj: | Australian Journal of Applied Linguistics. 2025 8(1). |
| Dostupnosť: | Castledown Publishers. Ground Level, 470 St Kilda Road, Melbourne, 3004, Australia. Tel: +61-3-7003-8355; e-mail: contact@castledown.com; Web site: https://castledown.online/journals/ajal/ |
| Peer Reviewed: | Y |
| Počet strán: | 28 |
| Dátum vydania: | 2025 |
| Druh dokumentu: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Culturally Relevant Education, Teacher Education Programs, Cultural Awareness, Student Diversity, Teaching Methods, Instructional Effectiveness, Academic Achievement, Learner Engagement, Equal Education, Metacognition, Faculty Development, Teacher Student Relationship, Social Justice, Barriers, Inclusion, Attitude Measures, Preservice Teachers, Student Attitudes, Foreign Countries, Check Lists, Classroom Observation Techniques |
| Geografický termín: | Cyprus |
| ISSN: | 2209-0959 |
| Abstrakt: | This paper analyses the importance of culturally responsive teaching (CRT) in heterogeneous classrooms and proposes a comprehensive framework for teacher development programmes designed to improve effective instruction for various student groups. As classroom diversity increases, it is imperative to equip pre-service teachers with the requisite knowledge and abilities to cultivate inclusive, culturally responsive learning environments. This study evaluates the influence of CRT principles on student performance and instructor preparedness by examining their integration into teacher education programmes. The investigation employed a mixed-methods approach to collect both qualitative and quantitative data, assessing the perceived impact on student engagement and academic performance, the challenges faced by educators, and the integration of CRT techniques into teacher preparation programmes. The results highlight the necessity of enhancing teachers' cultural competence, promoting equity literacy, and fostering critical self-reflection to ensure educators are prepared to address the needs of diverse learners. The study provides pragmatic recommendations for improving teacher education, emphasising the necessity of continuous dedication to social justice, equity, and culturally sustaining pedagogy within teacher training programmes. This research contributes to the discourse on adequately equipping teachers to manage the intricacies of diversity in modern classrooms. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Prístupové číslo: | EJ1464731 |
| Databáza: | ERIC |
| Abstrakt: | This paper analyses the importance of culturally responsive teaching (CRT) in heterogeneous classrooms and proposes a comprehensive framework for teacher development programmes designed to improve effective instruction for various student groups. As classroom diversity increases, it is imperative to equip pre-service teachers with the requisite knowledge and abilities to cultivate inclusive, culturally responsive learning environments. This study evaluates the influence of CRT principles on student performance and instructor preparedness by examining their integration into teacher education programmes. The investigation employed a mixed-methods approach to collect both qualitative and quantitative data, assessing the perceived impact on student engagement and academic performance, the challenges faced by educators, and the integration of CRT techniques into teacher preparation programmes. The results highlight the necessity of enhancing teachers' cultural competence, promoting equity literacy, and fostering critical self-reflection to ensure educators are prepared to address the needs of diverse learners. The study provides pragmatic recommendations for improving teacher education, emphasising the necessity of continuous dedication to social justice, equity, and culturally sustaining pedagogy within teacher training programmes. This research contributes to the discourse on adequately equipping teachers to manage the intricacies of diversity in modern classrooms. |
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| ISSN: | 2209-0959 |