This study sought to investigate the impact of an English as a second language methodology course in which we asked pre-service teachers (PSTs) to visit the communities served by their field placement schools for their mentored teaching practices in a linguistic community walk project. We aimed to understand the impact of a linguistic community…

Teaching is at a crossroads where traditional methods and rationale for pedagogical practices are rightfully under attack. However, the fight is currently transpiring in the professional ranks of current classroom teachers. Now is the time to make progressive inroads by restructuring teacher education. Reformulating teacher education will require…

Diversity in classrooms across the United States continues to grow. In order to evaluate teacher education programs and explore how they prepare pre-service teachers with culturally responsive teaching practices; the researcher conducted a mixed-methods study. After analyzing teacher education programs through course syllabi, conducting interviews…

This study examined preservice teachers' culturally responsive literacy teaching self-efficacy changes during the field experiences in relation to the sources of self-efficacy. I delved into the meanings under the theoretical frameworks of culturally responsive teaching and social cognitive theory. I explored 84 preservice teachers' experiences…

This dissertation examines (1) the factors that mediate the ways in which preservice teachers perceive the relationship between the frameworks of Universal Design for Learning (UDL) and Culturally Relevant Pedagogy (CRP) and (2) how experiences with observing and designing instructional activities aligned with UDL and CRP principles influence…

This article offers an exploration of the evolving landscape of language education, with a particular focus on the influence of the digital age and emerging pedagogical ideologies. The article begins by examining the profound impact of the digital age on language learning. It explores concepts such as so-called digital natives and the…

This case examines the complex partnership between the university teacher education program and the host school district. Many factors contribute to the expectations and requirements of both institutions, which can at times, conflict in fundamental ways. The theoretical and research-based methods of early childhood coursework are often different…

I examine how three elementary-level preservice teachers of Color cultivated their asset-, equity-, and justice-oriented pedagogical learning and identities through multilayered community-engaged tasks. Systemic and structured support from multiple stakeholders played a critical role in helping the preservice teachers of Color to promote and…

A common model for connecting theory to practice within literacy teacher preparation programs involves preservice teachers (PTs) working in field-based courses to contextualize their learning. Field-based courses create hybrid spaces for personalizing curricula and following students' lead outside of the pressures of normal classrooms. Researchers…

This study introduces a multicultural field experience for pre-service teachers in China. Allowing pre-service teachers to work directly with multicultural students in multicultural contexts, the multicultural field experience was found to impact positively on pre-service teachers' culturally responsive teaching (CRT) beliefs and practices.…

Increasing cultural diversity in American schools has made preparing graduates to work with diverse learners an essential goal of teacher education programs. The purpose of this study was to investigate the perceptions of elementary (K-6) undergraduate preservice teachers (n=36) in a dual certification program regarding their personal and…

Purpose: The purpose of this paper is to explore how, and to what degree, culturally responsive field experiences influence the knowledge, beliefs, perspectives and abilities of teacher candidates in an educator preparation program (EPP). Design/methodology/approach: Researchers conducted a mixed methods study using a pre-/post-Likert scale survey…

This research study examined the experiences of Black and Latino/a pre-service teachers who are enrolled in the BS/MS Teacher Preparation Programs within Florida State University's School of Teacher Education. Students within this study described their experiences in courses, how they navigated their clinical field experiences, and how their CTs…

Critical reflection and transformative action in a cyclical rhythm are the fundamental features of the process of praxis (Freire, P. [1970]. Pedagogy of the oppressed. Continuum). A self-study methodology was used to explore the lead researcher's pedagogical experiences teaching at a youth development center (YDC) while utilizing praxis as…

Zeichner and Bier (2015) noted the "opportunities and pitfalls" of the shift toward a greater focus on field experiences in teacher education programs in the United States. In particular, equitable opportunities for all teacher candidates to experience and apply culturally sustaining ELA praxis are even fewer given the marginalization of…