The potential of modelling culturally responsive teaching: pre-service teachers’ learning experiences

A1 Journal article (refereed)

Internal Authors/Editors

Publication Details

List of Authors: Emmanuel O. Acquah, Nikolett Szelei
Publication year: 2018
Journal: Teaching in Higher Education
eISSN: 1470-1294


This qualitative case study examined two pre-service
teachers’ learning experiences in relation to encountering modelling culturally
responsive teaching (CRT) in a multicultural education course. Using
Constant Comparison Approach, the researchers searched for
evidence of observing aspects of modelling in the course, and described the preservice
teachers’ learning experiences that occurred in relation to this observation, as
well as the possible transformation they went through. The study revealed that the critical, justice
oriented teacher education course that implemented modelling CRT activities and
behavior seemed to help preservice teachers to transform and extend their
conceptual knowledge of CRT, critically reflect and reconstruct prior
knowledge, and connect these experiences to future teaching practice. Based on
the data, a framework for modelling CRT in teacher education is delineated. Implications for teacher education are addressed.


Last updated on 2020-11-08 at 06:27