Culturally Responsive Teaching: Examining Teachers’ Understandings and Perspectives

Michele Ebersole, Huihui Kanahele-Mossman, Alice Kawakami


This action research study examines a graduate level course on Ethnicity and Education. Eighteen teacher participants enrolled in a Master of Education program. Course instructors analyzed teacher participants’ perceptions of culturally responsive teaching. A teaching plan, a post-course questionnaire, a focus group interview, and a follow up questionnaire were collected after the course. Analysis of the data generated three themes: 1) Doing culturally responsive activities; 2) Moving towards culturally responsive teaching as a perspective; and 3) Being a culturally responsive teacher. This article suggests ways teacher educators might re-conceptualize culture-based courses to deepen teacher perspectives rather than merely enhance teaching activities which support culturally responsive teaching and learning.

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Journal of Education and Training Studies  ISSN 2324-805X (Print)   ISSN 2324-8068 (Online)

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