Radical Pedagogy

Radical Pedagogy (2013)

Volume 10 Issue 2

ISSN: 1524-6345

 

 

   Bales & Saffold



Radical Initiatives in the Preparation of Multicultural Teachers



Barbara L. Bales

Department of Curriculum and Instruction

University of Wisconsin, Milwaukee

Wisconsin, USA

E-mail: bbales@uwm.edu


Felicia Saffold

Department of Curriculum and Instruction

University of Wisconsin, Milwaukee

Wisconsin, USA

E-mail: fsaffold@uwm.edu



Abstract

     Many teacher candidates embody dispositions that limit adoption of the pedagogical and curricular skills needed to draw students’ cultural backgrounds into the learning process. This mixed methods project examined how the intervention of a one-credit, case-based, Introduction to Teaching Pedagogy Lab mitigated these barriers. The findings suggest a Pedagogy Lab structure promotes the development of culturally-relevant practices in teacher candidates, generally, and fosters an application of the same to discipline-specific pedagogies. Participants also exhibited increased levels of pedagogical confidence. Implications for teacher preparation programs and future research are shared.

     Keywords: multicultural teacher education, culturally-relevant pedagogy, pedagogical

                       content knowledge, teacher education program design