Exploring University Teaching Assistants' Knowledge of the Power of Culturally Responsive Pedagogy
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| Title: | Exploring University Teaching Assistants' Knowledge of the Power of Culturally Responsive Pedagogy |
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| Language: | English |
| Authors: | Ximena D. Burgin (ORCID |
| Source: | Teaching & Learning Inquiry. 2024 12. |
| Availability: | University of Calgary. Libraries & Cultural Resources, 410 University Court NW, Calgary, Alberta, T2N 1N4, Canada. Tel: 403-220-7175; e-mail: TLI@ucalgary.ca; Web site: https://journalhosting.ucalgary.ca/index.php/TLI/index |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teaching Assistants, Culturally Relevant Education, Teaching Methods, Knowledge Base for Teaching, Undergraduate Students, Political Science, History, English, Second Languages, Kinesiology, Intellectual Disciplines, Audio Equipment, Faculty Development, Psychology, Inclusion |
| ISSN: | 2167-4779 2167-4787 |
| Abstract: | This qualitative case study examined 11 teaching assistants' (TAs) awareness of the need to infuse culturally responsive pedagogy into undergraduate level courses. The TAs represented the fields of political science, history, English, psychology, world languages, and kinesiology at one public university. One-on-one interviews were conducted, audio-recorded, transcribed, and analyzed utilizing six phase thematic analysis. Interactive analysis and coding provided a system to examine the data, generate initial codes, and subsequently review, define, and report on the themes that emerged. Results suggest the TAs interviewed had not been adequately prepared to infuse culturally responsive pedagogy (CRP) with instruction. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1440681 |
| Database: | ERIC |
| Abstract: | This qualitative case study examined 11 teaching assistants' (TAs) awareness of the need to infuse culturally responsive pedagogy into undergraduate level courses. The TAs represented the fields of political science, history, English, psychology, world languages, and kinesiology at one public university. One-on-one interviews were conducted, audio-recorded, transcribed, and analyzed utilizing six phase thematic analysis. Interactive analysis and coding provided a system to examine the data, generate initial codes, and subsequently review, define, and report on the themes that emerged. Results suggest the TAs interviewed had not been adequately prepared to infuse culturally responsive pedagogy (CRP) with instruction. |
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| ISSN: | 2167-4779 2167-4787 |
