Three Cs in becoming a culturally responsive teacher: Canadian physical education teachers’ perspectives

Abstract

ABSTRACT Schools in Canada recently experienced rapid demographic changes in their student populations. Such cultural diversity amongst students can make teaching in physical education (PE) extremely complex. Therefore, the ways in which PE teachers remain responsive in their teaching should be fully examined to promote inclusiveness. There is however a limited knowledge of how PE teachers establish and maintain responsiveness in their day-to-day teaching. This study investigated Canadian PE teachers’ perceived responsibility and their everyday endeavours in pursuing culturally responsive pedagogic practices. This research supplemented the lack of empirical studies on how PE teachers understand and attend to cultural responsiveness in teaching. A generic qualitative approach was employed. Seven Canadian PE teachers participated in one-on-one semi-structured interviews, and the data were analysed thematically. Three Cs of responsive pedagogy emerged: (1) Constant efforts for communication and relationship maintenance, (2) Celebration of differences as a goal for PE, and (3) Confirmation of teachers’ role as learning teachers. Cultural responsiveness was enhanced through student-centred and differentiated pedagogic approaches that challenges teacher-student hierarchy and standardised learning outcomes. Findings suggest that reframing teachers’ roles as lifelong learners of educational contexts can reinforce their culturally responsive teaching.