Abstract
The problem the study addresses is how teacher candidates acquire knowledge, skills, and techniques regarding cultural competence over time. We conducted interviews with three teachers, three teacher educators, and six university professors in Florida over a 12-month period. After coding the data, we generated 26 categories. Data indicate that teacher candidates increase their understanding of CRE when they are explicitly taught about the cultural contexts of society. The findings suggest that conducting assignments on diverse school cultures can enhance teacher candidates’ cultural responsiveness. Our study contributes to the literature by providing concrete examples of what CRE looks like in practice.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
