Abstract
ABSTRACT New teachers often work in culturally diverse schools after practicum at culturally homogenous schools. Simulated field experiences could ensure that they are better prepared. This study measured gains in culturally responsive pedagogy among teacher candidates after a semester of simulated field experiences. Teacher candidates completed a pre- and post-test evaluation. Findings revealed significantly higher culturally responsive pedagogy, specifically in cultural value of diversity and self-regulation support. Simulations may be a promising complement to traditional field experiences in education; policymakers and faculty should explore incorporating them into educator preparation programs.
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