Prototyping the Cultural Proficiency Continuum Dialogic Protocol with Professional Development School Teacher Interns

Abstract

This article presents findings from an education design research program to advance the development of the Cultural Proficiency Continuum Dialogic Protocol (CPCDP). The CPCDP is a primary data source that uses andragogical and asset-based pedagogies and approaches to assess and codify educators’ cultural competence systematically. Findings demonstrated the CPCDP's effectiveness in assessing and codifying preservice teachers’ cultural competence specific to PreK-12 urban schools and majority-minority student populations. Also, findings demonstrated that the development of pre-service teachers’ cultural competence is implicated by teacher educators’ and leaders’ levels of cultural competence.