Social Studies Practice Teacher's Views on Culturally Responsive Teaching
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Abstract
This study aimed to describe the views of social studies practice teachers on culturally responsive pedagogy (CRT). A qualitative-descriptive research design was employed, utilizing a written interview guide to collect data from eight purposefully selected social studies practice teachers. Thematic analysis was employed in analyzing data, with Culturally Relevant Pedagogy Theory serving as the theoretical framework. The findings revealed five meaningful categories that encapsulated the views of social studies practice teachers on CRT. Firstly, in terms of academic success, CRT was viewed to foster a positive learning environment and employ relevant pedagogies. Secondly, regarding cultural competence, CRT was viewed to establish sensitivity towards diversity and promote healthy coexistence. Lastly, in relation to sociopolitical consciousness, CRT was viewed to encourage active citizenship. This study holds educators to benefit from the insights gained, as they provide guidance on creating a positive learning environment and developing strategies that cater to culturally diverse students.
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