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Dynamics of Culture and Curriculum Design: Preparing Culturally Responsive Teacher Candidates
Abstract
The population of the United States of America is becoming more diverse ethnically, racially, and linguistically (Hobbs, Stoops, & Long, 2002). The challenge this poses to faculty of teacher education programs is to edify teacher candidates who are prepared to teach children who might be from a culture other than their own. In this chapter, the author presents a curriculum design model and describes course implementation for exploration of the topic of culture with undergraduate early childhood teacher candidates in a foundations course. Through the course design the preservice teachers are offered an understanding of what is needed to develop the knowledge and skills to be a culturally competent teacher capable of developing a culturally responsive curriculum.
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