Becoming a Culturally Proficient Teacher in These Turbulent Times

“We teach who we are” (Palmer, 2007) is an important self-revelation. Given the current culture in America, there is much unrest in our classrooms and schools. As teacher educators, we need to be aware of the various cultures influencing not only our classrooms, but also the classrooms of our students and the society at large. This article discusses how cultural awareness and culturally proficient teaching can impact individual instructors and learning environments of their classrooms. As future teachers experience culture in our university classrooms, they are becoming aware of their own cultural identity and its effects on their future students

Effects of an Inquiry-Focused, Content-Intensive Program on Pre-Kindergarten-9th Grade Teachers’ Content Knowledge, Self-Efficacy, and Goals

This study describes the effects of an inquiry-focused, contentintensive professional development program on Pre-kindergarten-9th grade teachers’ science and mathematics knowledge, use of classroom based inquiry, improvement in their science teaching self-efficacy and other motivation constructs. This two-and-a-half-year program was designed to meet the needs of teachers in a local urban school district. The professional development in the form of a graduate program intentionally sought to emphasize science and mathematics content knowledge and inquiry teaching. Twenty experimental teacher-participants were involved in the program with twelve additional teachers as a control group. Data collection instruments used for this study included content testing, student test-scores, self-efficacy belief surveys, and behavioral scales. The results of the study indicated greater growth for program participants in the areas of science and mathematics content knowledge. The participants also showed greater increases in science teaching self-efficacy as compared to the teachers in the control group