Facilitating Culturally Responsive Teaching Through Online Courses and Coaching

Authors

  • Trish Lopez University of Arkansas
  • Janet Penner-Williams University of Arkansas
  • Rebecca Carpenter de Cortina University of Arkansas

DOI:

https://doi.org/10.36021/jethe.v4i3.216

Keywords:

culturally and linguistically diverse, English learners, instructional coaching, online teacher learning, culturally responsive teaching

Abstract

Teacher professional development and education programs are enhancing job-embedded experiences to address the disparity between theory and implementation. Simultaneously, higher education is now offering online courses to attract geographically distant educators, especially in high-needs fields such as teaching English Learners and Culturally and Linguistically Diverse students. There is a need to investigate what online teacher professional development and education programs can do to promote teachers’ application of what they learn. This pilot study utilized the Inventory of Situationally and Culturally Responsive Teaching (ISCRT) to investigate 23 in-service teachers’ culturally responsive teaching (CRT) practices before and after receiving online coursework and coaching. When compared to the control group, treatment teachers’ scores on four of the five ISCRT standards—Joint Productive Activity, Language and Literacy Development, Challenging Activities, and Instructional Conversations—as well as the composite were statistically significant. Findings suggest online CRT coursework with complementary instructional coaching supports teachers’ implementation of new knowledge and pedagogy.

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Published

2022-01-04

Issue

Vol. 4 No. 3 (2021): Fall issue

Section

Articles

License

Copyright (c) 2022 Trish Lopez, Janet Penner-Williams, Rebecca Carpenter de Cortina

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