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As classrooms increasingly become more diverse, teacher education programs should include opportunities for open discussions and authentic implementation of culturally relevant teaching. However, the current teaching climate no longer involves face to face teaching as much of the curriculum in our colleges has been converted to online teaching. As hard as faculty try to make these online lessons intentional and meaningful, lessons can still feel very two dimensional and lack impact. This study explores how preservice teachers (PSTs) in a science content/methods class, use reading, reflecting and writing in an innovative sequence outlined as a lesson plan called a Transformational Reading Exercise (TRE). TREs require that PSTs read culturally relevant teaching literature and science literature, reflect on their reading, and write their reflective responses rather than simply summarizing the reading. Results show a significant increase in PSTs appreciating culturally relevant teaching pedagogy and changes in PSTs personal perceptions regarding culture. Recommendations include reforming education courses to include use of structured reading/reflecting/writing sequences with intentional, authentic venues that incorporate meaningful culturally relevant experiences.
© 2020 Electronic Journal for Research in Science & Mathematics Education (EJRSME)