USF St. Petersburg campus Faculty Publications
Scaffolding culturally relevant pedagogy: Preservice teachers in an urban university/school collaboration.
Document Type
Article
Publication Date
2010
ISSN
1935-3308
Abstract
In this study, we examined dynamics of pedagogical involvement of 39 preservice teachers (PST) as they tutored students at a charter school serving lower income, diverse students. We qualitatively analyzed PSTs’ initial predictions, reflections following each tutoring session, our observations of college students’ lessons, and final anonymous feedback to investigate PST growth in developing culturally relevant pedagogy. PSTs made progress in adjusting lessons to incorporate tutees’ experiences and interests and recognized the importance of establishing positive relationships. The teachers attributed much of the third-graders’ progress on standardized tests to this one-on-one work with college students. We included suggestions for improving the methodology. This study has implications for field experiences in teacher education, teaching diverse students, and school/ university collaborations.
Publisher
Cedarville University
Recommended Citation
Morton, M. L., & Bennett, S. V. (2010). Scaffolding culturally relevant pedagogy: Preservice teachers in an urban university/school collaboration. Journal of Ethnographic and Qualitative Research, 4(3), 139-150.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Comments
Citation only. Full-text article is available through licensed access provided by the publisher. Members of the USF System may access the full-text of the article through the authenticated link provided.