Exploring University Teaching Assistants' Knowledge of the Power of Culturally Responsive Pedagogy

被引：0

作者：

Burgin, Ximena D. ^{[1
]}

Daniel, Mayra C. ^{[1
]}

Coli, Sheila S. ^{[1
]}

Matuszewich, Leslie ^{[1
]}

机构：

[1] Northern Illinois Univ, De Kalb, IL 60115 USA

来源：

TEACHING & LEARNING INQUIRY-THE ISSOTL JOURNAL | 2024年 / 12卷

关键词：

culturally responsive pedagogy; teaching assistants; undergraduate students; SUSTAINING PEDAGOGY; HIGHER-EDUCATION; COLLEGE; RELEVANT; BENEFITS; FUNDS; NEED;

D O I：

10.20343/teachlearninqu.12.27

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This qualitative case study examined 11 teaching assistants' (TAs) awareness of the need to infuse culturally responsive pedagogy into undergraduate level courses. The TAs represented the fields of political science, history, English, psychology, world languages, and kinesiology at one public university. One-on-one interviews were conducted, audio-recorded, transcribed, and analyzed utilizing six phase thematic analysis. Interactive analysis and coding provided a system to examine the data, generate initial codes, and subsequently review, define, and report on the themes that emerged. Results suggest the TAs interviewed had not been adequately prepared to infuse culturally responsive pedagogy (CRP) with instruction.

引用

页码：19 / 19

页数：1

共 68 条

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