Culturally Responsive Practice for Teacher Educators: Eight Recommendations
In this article, we argue for the importance of all teacher educators engaging in a culturally responsive practice in their university classrooms. Whereas the literature is replete with recommendations regarding the use of a culturally responsive practice in P-12 settings, it is virtually silent on the use of such a practice in higher education settings. Given the changing demographics in our nation's schools, including in postsecondary settings, we strongly suggest this practice to maximize teacher candidates' learning and to influence their choice of teaching strategy and philosophy. We propose eight university teaching recommendations that are research-based and drawn from the work of various scholars who offer well-conceptualized and comprehensive texts that describe a culturally responsive practice.
Contributor Notes
ABOUT THE AUTHORS
Dana Baumgartner is the Internal Evaluator for The Monarch Center, National Outreach and Technical Assistance Center on Discretionary Awards for Minority Institutions at the University of Illinois at Chicago.
Mary Bay, Co-Principal Investigator and Associate Director of Program Improvement for The Monarch Center, is Associate Professor Emeritus of Special Education at the University of Illinois at Chicago.
Norma A. Lopez-Reyna, PRincipal Investigator and Project Director for The Monarch Center, is an Associate Professor of Special Education at the University of Illinois at Chicago.
Peggy A. Snowden, Module and Resource Coordinator for The Monarch Center, is an Assistant Professor at Concordia University in River Forest, Illinois.
Michael J. Maiorano, Client Services Coordinator for The Monarch Center, is an Adjunct Assistant Professor at the University of Illinois at Chicago and teaches special education at Ridgewood High School in Norridge, Illinois.
