Prospective Teachers’ Views on Courses for Culturally Responsive Pedagogy
Nurfaradilla Mohamad Nasri1, Asyraf Talib2, Bity Salwana Alias3
1Nurfaradilla Mohamad Nasri, College of Science for Women-Chemistry Department of University of Babylon –Iraq, Almustaqbal University College, HILLA, IRAQ.
2Asyraf Talib, College of Science for Women-Chemistry Department of University of Babylon –Iraq, Almustaqbal University College, HILLA, IRAQ.
3Bity Salwana Alias, College of Science for Women-Chemistry Department of University of Babylon –Iraq, Almustaqbal University College, HILLA, IRAQ.
Manuscript received on 25 July 2019 | Revised Manuscript received on 03 August 2019 | Manuscript Published on 10 August 2019 | PP: 1435-1439 | Volume-8 Issue-2S3 July 2019 | Retrieval Number: B12650782S319/2019©BEIESP | DOI: 10.35940/ijrte.B1265.0782S319
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: While there is a growing body of researches on culturally responsive curriculum, nonetheless, the efficacy of culturally responsive curriculum courses for prospective teacher in preparing these soon-to-be teachers to teach culturally responsive have not been examined thoroughly especially from the perspectives of these teachers. This study was undertaken to fill these gaps and to improve understandings of culturally responsive curriculum. Furthermore, it is hoped that the outcomes of this study could potentially help teacher training programs to understand their effectiveness in training teachers for implementing culturally responsive pedagogy and further improve their programs.
Keywords: Culturally Responsive Pedagogy, Prospective Teachers, Culture, Courses.
Scope of the Article: Social Sciences