The Role of Culturally Responsive Pedagogy in the Preparation of Secondary Teacher Candidates for Successful Teaching of Diverse Learners: A Multiphase Mixed Methods Case Study

Taylor, Rosalyn

doi:10.15760/etd.6139

Cited by 2 publications

(2 citation statements)

References 36 publications

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“…Various studies show that university classrooms of today are characterized by a diverse range of HSE students in terms of their cultural backgrounds [1]. Separate studies by [2] and [1] found that discriminatory teaching practices in university classrooms continue resulting in negative learning experiences for many of the HSE students who are referred to as others and are always othered during their classroom interactions. CRPs can therefore be used to navigate the challenge of managing diversity in these classrooms.…”

Section: Introductionmentioning

confidence: 99%

Towards Effective Teaching of Culturally Diverse Health Science Classes in Universities: Application of Culturally Responsive Pedagogies

Rudhumbu

2021

Preprint

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BackgroundThe level of cultural heterogeneity in today’s Health Science Education (HSE) university classrooms has become very high hence the need to effectively manage diversity to ensure effective teaching and learning through the use of culturally responsive pedagogies (CRPs). The study therefore investigated how CRPs are applied in HSE classes in universities in Zimbabwe as well as how significantly CRPs influence effective teaching of culturally diverse classes. MethodsThe study employed a quantitative approach that used a self-constructed structured questionnaire for data collection. A sample of 63 HSE lecturers was selected from five universities using a stratified random sampling strategy. Confirmatory Factor Analysis (CFA) was used for data purification. Data was analyzed using descriptive statistics, Spearman’s rank correlation, multiple regression analysis, and correlation analysis.ResultsResults showed that verbal and non-verbal communication, classroom management, cultural knowledge of HSE students, and student-teacher interaction significantly influenced how HSE lecturers applied CRPs in universities. The results further found that the application of CRPs in university classrooms had a significantly influence on the teaching of culturally diverse HSE students in universities. ConclusionsIt was concluded that the use of CRPs is critical for effective teaching of culturally diverse university HSE classroom as it ensures effective participation by all students as well as interaction between students and lecturers as well as between culturally diverse students themselves for effective learning.

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Section: Introductionmentioning

confidence: 99%

Towards Effective Teaching of Culturally Diverse Health Science Classes in Universities: Application of Culturally Responsive Pedagogies

Rudhumbu

2021

Preprint

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“…Various studies show that university classrooms of today are characterized by a diverse range of students in terms of the cultural backgrounds (Wah & Nasri, 2019). Discriminatory teaching practices in these classrooms however continue to have a negative influence on learning experiences of many students that are referred to as others and are always othered (Taylor, 2018;Wah & Nasri, 2019). At a general level, cultural differences are viewed in terms of differences in race, ethnicity, religion, language, economic status, and sexual orientation (Klen, 2015).…”

Section: Introductionmentioning

confidence: 99%

Unlocking the Cultural Diversity Black Box: Application of Culturally Responsive Pedagogies in University Classrooms in Zimbabwe

Rudhumbu

2020

IJLTER

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The study investigated the mediating role of lecturers’ biographic factors and multicultural competences in the use of Culturally Responsive Pedagogies (CRPs) to effectively teach culturally diverse classrooms in universities. Studies show that culture has an influence on student learning and that if it is not effectively managed, it can affect how students learn. The study employed a quantitative approach that used structured questionnaires for data collection from a sample of 370 lecturers selected from six universities using a stratified random sampling strategy. Principal Component Analysis (PCA) was used for data purification. Data were analyzed using descriptive statistics, One-way ANOVA, multiple regression analysis, and correlation analysis. Results showed that verbal and non-verbal communication, cultural knowledge, classroom management, and student-teacher interaction significantly influenced the application of CRPs by university lecturers. It also emerged from the study that the application of CRPs has a significant effect on diversity management in universities. Results further showed that the use of CRPs by university lecturers is still work in progress due to a myriad of challenges they face chief among which is a lack of cultural competence skills. These results have implications to diversity management in university classrooms in particular as well as in universities in general.

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The Role of Culturally Responsive Pedagogy in the Preparation of Secondary Teacher Candidates for Successful Teaching of Diverse Learners: A Multiphase Mixed Methods Case Study

Cited by 2 publications

References 36 publications

Towards Effective Teaching of Culturally Diverse Health Science Classes in Universities: Application of Culturally Responsive Pedagogies

Towards Effective Teaching of Culturally Diverse Health Science Classes in Universities: Application of Culturally Responsive Pedagogies

Unlocking the Cultural Diversity Black Box: Application of Culturally Responsive Pedagogies in University Classrooms in Zimbabwe

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