Document Type
Peer-Reviewed Article
Publication Date
2021
Abstract
It is essential for teacher educators to develop and model their culturally responsive pedagogies (CRP),for furthering the development of culturally responsive prospective and practicing teachers. To date, no tool has been developed for supporting the self-study and growth of mathematics teacher educators’ CRP. Thus, this article shares the process of identifying, synthesizing, and analyzing key scholarly texts in the field of teacher educator CRP, to extract from the research: a) how the scholars define CRP in the context of their studies (that is, what does CRP mean?) and b) how the scholars elaborate on this definition of CRP through the naming of components or characteristics (that is, what does CRP look like?). This review provides broad theoretical grounding for CRP, as well as a lens through which (mathematics) teacher educators can interrogate enactments of CRP in their practice.
DOI
10.20431/2349- 0381.080901
Recommended Citation
Nolan, K., & Keazer, L. (2021). Developing as culturally responsive mathematics teacher educators: Reviewing and framing perspectives in the research. International Journal of Humanities Social Sciences and Education, 8(9), 151-163. Doi: 10.20431/2349- 0381.080901
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Science and Mathematics Education Commons, Teacher Education and Professional Development Commons
