This study explores how teaching cases that featured diversity and literacy issues and self-reflexive writing exercises called postcard narratives can be used as tools by teacher educators for developing a culturally responsive pedagogy with preservice teachers. This study used interviews with the professor, a journal kept by the professor, a researcher reflective journal, a pre- and post-teaching case, non-participant observation notes, preservice teaches' written narratives and the statistically significant results of the Cultural Diversity Awareness Inventory to understand the lived experiences of 20 preservice teachers and one professor during the course of one semester. The discourse drawn from the teaching cases and the written postcard narratives were shown to be effective tools to cultivate experiences that allow preservice teachers and teacher educators to learn about other cultures, embrace difference and develop a culturally responsive pedagogy.
Article
Using empathic identification as a literacy tool for building culturally responsive pedagogy with preservice teachers.
USF St. Petersburg campus Faculty Publications
Document Type
Article
Publication Date
2015
Disciplines
Abstract
Language
en_US
Publisher
Routledge
Creative Commons License
Creative Commons Attribution-Noncommercial-No Derivative Works 4.0
Citation Information
Gunn, A.A. & King, J.R. (2015). Using empathic identification as a literacy tool for building culturally responsive pedagogy with preservice teachers. Teacher Development, An international journal of teachers' professional development, DOI: 10.1080/13664530.2014.998371
Abstract only. Full-text article is available through licensed access provided by the publisher. Published in Teacher Development, An international journal of teachers' professional development, DOI: 10.1080/13664530.2014.998371. Members of the USF System may access the full-text of the article through the authenticated link.