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<p>The purpose of this qualitative synthesis is to examine the empirical research on U.S. teacher candidates’ (TCs) perceptions and experiences in teaching BIPOC (Black, Indigenous, and People of Color) learners in the context of culturally relevant education (CRE). Sixty studies published between 2005 and 2024 met the criteria for inclusion in the synthesis. The findings are organized into six overarching themes: (a) teacher identity development, (b) harnessing students’ academic identities, (c) affirming students’ bilingual identities, (d) cultivating students’ identities as agents of social change, (e) recognizing students, families, and communities as knowledgeable resources, and (f) voluntary critical self-reflection. Findings underscored the importance of examining TC viewpoints and experiences in CRE implementation. In addition, results uncovered the inextricable link between teacher identity development and the inculcation of CRE knowledge, skills, and dispositions. Implications for researchers, policy makers, and practitioners are discussed that emphasize the need for and value of CRE to TCs, students, families, and communities.</p>

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Teacher Preparation for Culturally Relevant Education: A Research Synthesis

  • 期刊论文

  • 发表日期：

    2025年8月22日

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  • Naheed A. Abdulrahim,
  • Michael J. Orosco,
  • Shahlo Mamedova

摘要

The purpose of this qualitative synthesis is to examine the empirical research on U.S. teacher candidates’ (TCs) perceptions and experiences in teaching BIPOC (Black, Indigenous, and People of Color) learners in the context of culturally relevant education (CRE). Sixty studies published between 2005 and 2024 met the criteria for inclusion in the synthesis. The findings are organized into six overarching themes: (a) teacher identity development, (b) harnessing students’ academic identities, (c) affirming students’ bilingual identities, (d) cultivating students’ identities as agents of social change, (e) recognizing students, families, and communities as knowledgeable resources, and (f) voluntary critical self-reflection. Findings underscored the importance of examining TC viewpoints and experiences in CRE implementation. In addition, results uncovered the inextricable link between teacher identity development and the inculcation of CRE knowledge, skills, and dispositions. Implications for researchers, policy makers, and practitioners are discussed that emphasize the need for and value of CRE to TCs, students, families, and communities.