Culturally Responsive Pedagogy

Through this literature review, two major themes emerged. The first theme relates to the significance which existing attitudes, values, and belief systems have on how pre-service teachers perceive the diverse learners that they teach. The other major theme relevant in the literature, was the various approaches TEPs have taken when redesigning their curriculum to better prepare preservice teachers to be culturally responsive. Thirty-seven percent (n=6) of the articles reviewed consider how culturally responsive pedagogy is being addressed within TEPs. Trent, Kea, and Oh (2008) conducted a literature review on how teacher preparation programs were preparing preservice teachers for diverse populations. They reviewed empirical studies from 1994-2006 and found seven studies that

Attitudes, Beliefs, and Values The attitudes, beliefs, and values that teacher candidates hold about diverse learners is a theme present throughout the literature and is strongly correlated to culturally responsive practice. To teach learners from other cultures, we must first understand our own influences, values, beliefs, culture, and biases (Imler, 2009; Kahn et al., 2014; McHatton et al., 2013; Scott & Mumford, 2007; Sobel, Gutierrez, Zion, & Blanchett, 2011; Taylor, 2010). Researchers have developed a variety of interview and survey assessment instruments using qualitative and quantitative methods to determine the attitudes and beliefs that a teacher candidate holds. Kahn, Lindstrom, and Murray (2014) utilized the Professional Beliefs about Diversity Scale (PBADS) in their research with preservice special educators. They found that preservice teachers who exhibited characteristics of culturally competent teachers also noted having relationships with people from cultures that were different than their