Preparing Culturally Proficient Preservice Teachers: Investigating Asset-Based Pedagogical Preparation in an Elementary Education Program 44 views

This Capstone project examined how three elementary education preservice teachers at Mountain University (pseudonym) described and used asset-based pedagogical approaches during their student teaching. Drawing on a Darling-Hammond and Baratz-Snowden’s (2007) Framework for Learning to Teach, asset-based pedagogical theoretical approaches (Gay, 2000; 2018; Ladson-Billings, 1995; McCarty & Brayboy, 2021; Moll et al., 1992; Muhammad, 2020; 2023; Paris & Alim, 2014; 2017), and aspects of Rogers’ (2003) Diffusion of Innovations, the study sought to understand PSTs’ knowledge of asset-based pedagogies and factors that shaped their usage of asset-based instructional approaches during their final student teaching semester. Data from surveys, lesson plans, and interviews revealed that while preservice teachers demonstrated an understanding of the principles of asset-based pedagogies, their theoretical understanding remains limited. Strong asset-based dispositions influence their interests in utilizing asset-based pedagogical practices, yet factors such as limited cultural self-awareness and scripted curricula limited their use of those practices. Recommendations for Mountain University’s preservice teachers include deepening preservice teachers’ cultural understanding, strengthening theory to practice connections, and collaborating with partner schools to allow for opportunities for preservice teachers to practice implementation of asset-based pedagogical approaches.

EDD (Doctor of Education)

preservice teachers; teacher education; asset-based pedagogy; dispositions; culturally responsive teaching; culturally relevant teaching; culturally proficient teachers

English

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2026-04-24