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Promoting culturally relevant pedagogy amongst pre-service teachers: A systematic literature review on how pre-service teachers in teacher education programs can develop culturally relevant pedagogy that enables them to establish a classroom environment that suits the needs of all learners.
Jönköping University, School of Education and Communication, HLK, School Based Research, School Based Research and Professional Development. Jönköping University, School of Education and Communication, HLK, CHILD.
2017 (English)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

This century is characterized by an increasing pace of globalization and migration that results in an increased diversity of classroom populations in Western countries. However, the teacher workforce still consists mostly of white females that come from different cultural backgrounds than their students, and who seem to lack the skills to respond to diversity in the classroom effectively. This raises the question of how the cultural mismatch can be overcome. The aim of this research is to explore how pre-service teachers can develop culturally relevant pedagogy, so they can establish a classroom environment that suits the needs of all learners. A systematic literature review is conducted, and 10 articles were analysed. The results show pre-service teachers can develop culturally responsive pedagogy through courses that offer knowledge or a combination of knowledge and field-based experiences. Factors that contribute to increased culturally relevant pedagogy are: previous experience with diversity, connecting theory and practice, modelling, learning through a community of learners, and critical reflection. However, research indicates that becoming a culturally relevant teacher is a time consuming process. Hence, it is recommended that teacher education programs include more courses in the curriculum to enable pre-service teachers develop this skill over time through taking part in a community of learners. In addition, as much of the current research originates from the United States, it is suggested future research focuses on other Western countries.

Place, publisher, year, edition, pages
2017. , 53 p.
Keyword [en]
culturally relevant pedagogy, pre-service teachers, teacher education, interventions, systematic literature review
National Category
Pedagogy Learning
Identifiers
URN: urn:nbn:se:hj:diva-35569ISRN: JU-HLK-SBU-2-20170018OAI: oai:DiVA.org:hj-35569DiVA: diva2:1103744
Subject / course
HLK, Education
Supervisors
Examiners
Available from: 2017-06-02 Created: 2017-05-30 Last updated: 2017-06-02Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
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  • asciidoc
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