Articles
DOI DOI: 10.52380/ijcer.2026.13.2.870

Preservice teachers’ culturally responsive teaching practices in ELA lessons in elementary school field experiences

Yuko Iwai1
  1. 1 University of Wisconsin-La Crosse, Department of Educational Studies, La Crosse, U.S.A.

Abstract

This study examines the experiences of 38 preservice teachers as they engaged with Culturally Responsive Teaching (CRT) practices in their English Language Arts (ELA) lessons. Preservice teachers learned about CRT practices in a literacy methods course, developed ELA lessons that incorporated these practices, and taught the ELA lessons to elementary school students at their field placements. They reflected on both their delivery of lessons and the implementation of CRT practices. Data were collected using multiple instruments, including pre- and post-surveys, lesson plans, and edTPA planning and instruction commentaries. Analysis showed that preservice teachers most frequently planned and implemented three specific CRT practices: CRT 5 modeling high expectations for all students; CRT 6 promoting respect for student differences; and CRT 4 bringing real-world issues in the classroom. Their experiences of learning about CRT practices and incorporating them into their lessons prepared them to become culturally responsive teachers. 

How to Cite

Iwai, Y. (2026). Preservice teachers’ culturally responsive teaching practices in ELA lessons in elementary school field experiences: . International Journal of Contemporary Educational Research, 13(2), 75–90. https://doi.org/10.52380/ijcer.2026.13.2.870
Endnote/Zotero/Mendeley (RIS) BibTeX

References

  1. Adams, B., & Kaczmarczyk, A. B. (2023). Supporting preservice teacher development of culturally responsive reading instruction through a cross-course assignment. Reading Horizons 62(1), 24-51.
  2. Allen, A., Hancock, S. D., Lewis, C. W., & Starker-Glass, T. (2017). Mapping culturally relevant pedagogy into teacher education programs: A critical framework. Teachers College Record, 119(1), 1–26.
  3. Andrews, D. J. C., (2021). Preparing teachers to be culturally multidimensional: Designing and implementing teacher preparation programs for pedagogical relevance, responsiveness, and sustenance. The Educational Forum, 85(4), 416-428. doi:10.1080/00131725.2021.1957638
  4. Carver-Thomas, D. (2018). Diversifying the teaching profession: How to recruit and retain teachers of color. Learning Policy Institute.
  5. Chenowith, N. H. (2014). Culturally responsive pedagogy and cultural scaffolding in literacy education, Ohio Reacing Teacher, 44(1), 35-40.
  6. Choy, D., Wong, A. F. L., Goh, K. C., & Low, E. L. (2014). Practicum experience: Preservice teachers’ self-perception of their professional growth. Innovation in Education and Teaching International, 51(5), 472-482.
  7. The Council for the Accreditation of Education Preparation (CAEP, n.d.). Field experiences. Retrieved July 10, 2025, from https://caepnet.org/terms/field-experiences/
  8. The Council for the Accreditation of Education Preparation (CAEP). (2022). 2022 initial level standards. Retrieved from https://caepnet.org/~/media/Files/caep/standards/2022-initial-standards-1-pager-final.pdf?la=en
  9. Darling-Hammond, L. (2010). Teacher education and the American future. Journal of Teacher Education, 61(1-2), 35-47. doi: 10.1177/0022487109348024
  10. Darling-Hammond, L. (2014). Strengthening clinical preparation: The holy grail of teacher education. Peabody Journal of Education, 89(4), 547-561. doi:10.1080/0161956X.2014.939009
  11. Darling-Hammond, L. (2017). “Teacher education around the world: What can we learn from international practice?,” European Journal of Teacher Education, 40(3), 291-309. doi.org/10.1080/02619768.2017.1315399
  12. Downe-Wamboldt, B. (1992). Content analysis: Method, applications, and issues. Health Care for Women International, 13, 313-321.
  13. Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. Teacher College Press.
  14. Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106-116.
  15. Hillman, S. L., Bottomley, D. M., Reisner, J. C., & Malin, B. (2012). Learning to practice what we preach: Integrating elementary education methods courses. Action in Teacher Education, 22, 91-100.
  16. Hu, X., Zu, Z., Neshyba, M., Geng, Z., & Turner, R. (2021). A multi-dimensional model: Implications for preparing pre-service teachers for culturally responsive teaching. Asia-Pacific Journal of Teacher Education (49)3, 282-299. https://doi.org/10.1080/1359866X.2020.1753169
  17. Irwin, V., Wang, K., Tezil, T., Zhang, J., Filbey, A., Jung, J., Bullock Mann, F., Dilig, R., and Parker, S. (2023). Report on the Condition of Education 2023 (NCES 2023-144rev). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved from https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2023144rev.
  18. Johnson. T. (2011). Levi Strauss gets a bright idea: A fairly fabricated story of a pair of pants (S. Innerst, Illus.). Clarion Books.
  19. Lindstrom, C. (2020). We are protectors (M. Goade. Illus.). Roaring Brook Press.
  20. Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one’s own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77(6), 1121–1134. https://doi.org/10.1109/MMM.2011.2173980
  21. Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.
  22. Ladson-Billings, G. (2014). Culturally Relevant Pedagogy 2.0: a.k.a. the Remix. Harvard Educational Review, 84(1), 74-84.
  23. Ladson-Billings, G. (2021). Culturally relevant pedagogy: Asking a different question. Teachers College.
  24. Mikulyuk, A. B., & Braddock, J. H. (2018). K-12 school diversity and social cohesion: Evidence in support of a compelling state interest. Education and Urban Society, 50(1), 5–37. https://doi.org/10.1177/0013124516678045
  25. Moore, A. L., Giles, R. M., and Vitulli, P. (2021). Prepared to respond? Investigating preservice teachers’ perceptions of their readiness for culturally responsive teaching. International Journal for the Scholarship of Teaching and Learning, 15(1). doi.org/10.20429/ijsotl.2021.150110
  26. Muñiz, J. (2020). Culturally responsive teaching: A reflection guide. New America. Retrieved from https://d1y8sb8igg2f8e.cloudfront.net/documents/Culturally_Responsive_Teaching_A_Reflection_Guide_2021_WAMBwaO.pdf
  27. National Association for Family, School, and Community Engagement (NAFSCE). (2022). Family engagement core competencies: A body of knowledge, skills, and dispositions for family-facing professionals. Retrieved from https://www.sccoe.org/parent/Documents/2023/NAFSCE_CoreCompetencies_2022.pdf
  28. National Center for Education Statistics (NCES). (2022) “Enrollment and percentage distribution of enrollment in public elementary and secondary schools, by race/ethnicity and region” Retrieved from https://nces.ed.gov/programs/digest/d22/tables/dt22_203.50.asp?current=yes
  29. Organisation for Economic Co-opertation and Development (OECD). (2023). PISA 2022 results (Vol. I): The state of learning adn equity in education, PISA, OECD Publishing. doi.org/10.1787/53f23881-en
  30. Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93-97.
  31. Paris, D. (2021) Culturally sustaining pedagogies and our futures. The Educational Forum, 85(4), 364-376. doi:10.1080/00131725.2021.1957634
  32. Paris, D., & Alim H. (2014). What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review, 84(1), 85-100.
  33. Ping, C., Schellings, G., Beijaard, D. (2018). Teacher educators’ professional learning: A literature review. Teaching and Teacher Education, 7, 93-104.
  34. Putman, S. M., Cash, A. H., and Polly, D. (2022). Examining the impact of structured clinical experiences within a school-university partnership on student-teacher candidate instructional interactions. The Teacher Educator, 57(3), 325-342. doi.org/10/1080/08878730.2021.2014006
  35. Ryan, S., Walsh, E., & Liston, M. (2025). “The parents were brilliant!” engaging parents in STEM learning: Insights from preservice teachers’ field experience. Social Sciences, 14(4), 215. doi.org/10.3390/socsci14040215
  36. Santoro, N., & Kennedy, A. (2016). How id cultural diversity positioned in teacher professional dtandards? an international analysis. Asia-Pacific Journal of Teacher Education, 44(3), 208-223. doi.org/10.1080/1359866X.2015.1081674
  37. Singh, D. K. (2017). Role of clinical practice in teacher preparation: Perceptions of elementary teacher candidates. Education, 138(2), 179-189.
  38. Smith, J., Porter, L., Harrison, B. J., and Wohlstetter, P. (2023). Barriers to increasing teacher diversity: The need to move beyond aspiring legislation. Education and Urban Society, 55(4), 395-417. doi:10.1177/00131245221076086
  39. Taylor, R. W. (2010). The role of teacher education programs in creating culturally competent teachers: A moral imperative for ensuring the academic success of diverse student populations. Multicultural Education, 17(3), 24–28.
  40. Yang, S., & Ward, N. A. (2025). English language arts curriculum design and use: Preservice teachers’ perspectives and interpretations. Journal of Curriculum Studies, 1-22. doi.org/10.1080/00220272.2025.2522456
  41. Young, J., & Young, J. (2021). A systematic review of culturally responsive teaching self-efficacy using confidence intervals. Multicultural Learning and Teaching, 18(2), 251-280. doi:10.1515/mlt-2021-0011
  42. Zhang, J., Cabrera, J., Niu, C., Zippay, C., & Dietrich, S. (2023). Pre-service teachers’ perceived preparedness in clinically oriented and traditional teacher preparation programs. Journal of Education, 203(3), 639-650. doi:10.1177/00220574211053581
  43. Zhang, Y. & Wildemuth, B. M. (2005). Qualitative analysis of content. Human Brain Mapping, 30(7), 2197-2206.