Fostering culturally responsive pedagogy related competencies among pre-service teachers: a systematic review of the recent research literature

ABSTRACT

Cultural diversity is an important feature of today’s classrooms, where learners come from a wide range of cultural backgrounds. In order to teach every individual in an appropriate and motivating way, teachers need a wealth of knowledge, skills, and attitudes, and teacher training plays a major role in their acquisition. The present research was undertaken in order to gain a better understanding of how teacher training contributes to the development of pre-service teachers’ culturally responsive competencies. Overall, the findings indicate that there are differences in the components of CRP-related competencies that teacher education programs deliver to prepare teachers for key aspects of multicultural education. Most of the courses are stand-alone courses, one semester long and only focus on one of the competence elements (eg attitude). We found only a limited number of courses that incorporated culturally responsive pedagogy as a long-term, comprehensive approach into their curriculum, and were thus able to develop the majority of competence elements related to CRP.

KEYWORDS:

• Culturally responsive pedagogy
• teacher education
• pre-service teachers
• systematic literature review

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Nikoletta Gulya

Nikoletta Gulya is a doctoral student in the Faculty of Education and Psychology at Eötvös Loránd University, Hungary. Her research involves analysing inclusive teaching materials, curricula and textbooks, and investigating the opportunities in education to promote students' awareness of social diversity.

Anikó Fehérvári

Anikó Fehérvári, PhD of Sociology in 2002, habilitation of Education in 2015. She is a senior researcher and associate professor at Eötvös Loránd University, Hungary. Her main research areas involve inequality and equity, inclusive education, disadvantaged and Roma pupils, school dropout and school effectiveness