Chapter 7: Strengthening Culturally Responsive Teaching Through Existing Professional Development School Partnerships

Before preservice teachers, especially those whose privilege is yet to be acknowledged, can lead their classes in transformational learning, that which occurs when a new awareness changes the way we perceive ourselves, others, and the world around us (Cole, 2011), the preservice teachers must first experience it themselves. Grounded in a strong multicultural framework and diverse placements for interns, rich clinical experiences are deliberately designed to produce culturally responsive teachers. Developing culturally responsive teachers must be ongoing and not limited to one class or assignment. Linking the idea of culturally responsive teaching to immediate experiences makes this a transformative process.