The Impact of an In-Service Workshop on Cooperating Teachers’ Perceptions of Culturally Responsive Teaching

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Rebecca B. MacLeod, Associate Professor (Creator)
Constance McKoy, Professor (Creator)
Jennifer Stewart Walter, Assistant Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: Culturally responsive teaching values students’ identities, backgrounds, and cultural references as key tools for building meaningful learning environments. It has been adopted by many educators globally, but has not been incorporated consistently by music educators. Few researchers in music education have investigated the impact of culturally responsive teaching and misconceptions exist about what it means to teach music in a culturally responsive manner. The purpose of this research was to investigate the impact of an in-service program on cooperating teachers’ perceptions of culturally responsive teaching. At the conclusion of the workshop, participants rated familiarity and importance of culturally responsive teaching higher than they did prior to the workshop. Sixteen of the 18 participants indicated that the workshop had changed their understanding of culturally responsive teaching.

Additional Information

Journal of Music Teacher Education, 26(2), 50-63
Language: English
Date: 2016
culturally responsive teaching, in-service teachers, music teacher preparation, preservice teachers

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