2002/01/01 by Ana María Villegas, Tamara Lucas · 15 citations
Social Sciences · #Collaborative Teaching and Inclusion #Educator Training and Historical Pedagogy #Teacher Education and Leadership Studies
paper · doi:10.1177/0022487102053001003
crossref issued 2002/01/01 · crossref published 2002/01/01 · crossref published-online 2002/01/01 · crossref published-print 2002/01/01 · openalex publication_date 2002/01/01 · crossref created 2007/03/11 · openalex created_date 2025/10/10 · crossref deposited 2026/05/01 · crossref indexed 2026/07/29 · openalex updated_date 2026/07/30
To successfully move the field of teacher education beyond the fragmented and superficial treatment of diversity that currently prevails, teacher educators must articulate a vision of teaching and learning in a diverse society and use that vision to systematically guide the infusion of multicultural issues throughout the preservice curriculum. A vision is offered of culturally responsive teachers that can serve as the starting point for conversations among teacher educators in this process. In this vision, culturally responsive teachers (a) are socioculturally conscious, (b) have affirming views of students from diverse backgrounds, (c) see themselves as responsible for and capable of bringing about change to make schools more equitable, (d) understand how learners construct knowledge and are capable of promoting knowledge construction, (e) know about the lives of their students, and (f) design instruction that builds on what their students already know while stretching them beyond the familiar.