PRE-SERVICE SPECIAL EDUCATION TEACHERS’ INTEGRATION OF CULTURALLY RELEVANT PEDAGOGY IN LITERACY METHODS

Abstract

Pulling on the work of culturally relevant pedagogy, socio-cultural theory, and practitioner research, I analyzed my own teaching effectiveness of pre-service teachers in a literacy methods course. Overrepresentation of culturally and linguistically diverse students in special education continues to be seen within schools as diversity increases within the K-12 learning environment. Therefore, teacher education preparation must prepare teacher candidates to meet the unique educational needs of students, specifically within high-incidence disability categories such as reading. To address, culturally relevant pedagogy is a pedagogical approach with potential benefits for the meeting the needs of diverse learners. The research looked at how pre-service teachers implement culturally relevant pedagogy within their reading instruction through lesson plans, teacher candidate-university instructor conferences, peer review rubrics and feedback, and teacher candidate reflections. The study occurred over a two-phase implementation process with analysis to determine how pedagogical changes were implemented into my teaching. Overall performance and reflective findings indicated the need for further curriculum and pedagogical adjustment.