2023/04/28 by Hillary Parkhouse, Robyn Lyn, Elizabeth Severson-Irby +4
Social Sciences · #Collaborative Teaching and Inclusion #Educator Training and Historical Pedagogy #Teacher Education and Leadership Studies
paper · doi:10.1177/00224871231168076
crossref issued 2023/04/28 · crossref published 2023/04/28 · crossref published-online 2023/04/28 · openalex publication_date 2023/04/28 · crossref created 2023/04/28 · crossref published-print 2023/09/01 · openalex created_date 2025/10/10 · crossref deposited 2026/05/01 · crossref indexed 2026/08/01 · openalex updated_date 2026/08/01
Research on how teachers become culturally responsive tends to focus on preservice teachers or on the professional development activities that are associated with change for inservice teachers. Little is known about how the various elements of culturally responsive teaching—including knowledge, skills, and fundamental orientations—interact with one another as teachers change. This case study followed 19 educators across four schools and over 2 years as they conducted action research to enhance their cultural responsiveness. We found four zones of development that characterized the teachers’ change: consciousness-raising, consciousness- and relationship-building, knowledge- and practice-building, and practice-refining. Within each zone, two or three elements of culturally responsive teaching appeared to change most dramatically and to mutually reinforce one another as teachers developed. Professional development experiences should attend to these different zones and to the gradual nature of this process.