Using Culturally Relevant Transformational Reading in a COVID-Era Online Science Teacher Preparation Class

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Cherie McCollough


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.

Article Details

Research / Empirical
Author Biography

Cherie McCollough, Texas A&M University - Corpus Christi

Cherie McCollough has been a science educator for nearly 30 years. She is currently a Professor and Chair of the Department of Life Sciences at Texas A&M University – Corpus Christi and is interested in created a more culturally relevant pedagogy in science teaching. Her teaching and instruction includes K-12 preservice teachers as well as the Life Science Faculty. Texas A&M University – Corpus Christi is a Hispanic Serving Institution with many students being first generation college students.