Applying the framework for culturally responsive teaching to explore the adaptations that teach first beginning teachers use to meet the needs of their pupils in school

HRAMIAK, Alison (2015). Applying the framework for culturally responsive teaching to explore the adaptations that teach first beginning teachers use to meet the needs of their pupils in school. Cogent Education, 2 (1).

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Abstract

Previous research has shown that beginning teachers are capable of adapting their practice to the needs of ethnically diverse pupils. This paper investigates the possibility that such teachers were developing their practice into what I have termed culturally adaptive teaching. A variety of methods were used to collect qualitative data that focused on the perspectives of teachers in schools across Yorkshire and Humberside, (UK) over the course of an academic year. The framework for culturally responsive teaching (CRT) was used as a lens through which to analyse the data collected. It enabled findings to emerge that took the framework beyond that of CRT, to one of culturally adaptive teaching. Teachers continually adapted their practice, in terms of cultural sensitivity, to better meet the needs of their pupils. If we can apply this framework and support beginning teachers to help them understand issues of cultural diversity in the classroom, we might be able to engender a real systematic change in teaching for the benefit of pupils.

Item Type:	Article
Research Institute, Centre or Group - Does NOT include content added after October 2018:	Sheffield Institute of Education
Identification Number:	https://doi.org/10.1080/2331186X.2015.1108950
Depositing User:	Alison Hramiak
Date Deposited:	07 Jan 2016 09:59
Last Modified:	18 Mar 2021 04:52
URI:	https://shura.shu.ac.uk/id/eprint/11150

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