Assessing Practice Teachers’ Culturally Responsive Teaching: The Role of Gender and Degree Programs in Competence Development


Authors:
Manuel E. Caingcoy, College of Education, Bukidnon State University, Philippines
Vivian Irish M. Lorenzo, College of Education, Bukidnon State University, Philippines, & Alumni Relations Office, Bukidnon State University, Philippines
Iris April L. Ramirez, College of Education, Bukidnon State University, Philippines, & Quality Assurance Office, Bukidnon State University, Philippines
Catherine D. Libertad, College of Education, Bukidnon State University, Philippines
Romeo G. Pabiona Jr., College of Education, Bukidnon State University, Philippines
Ruffie Marie C. Mier, College of Education, Bukidnon State University, Philippines
Email: manuelcaingcoy@buksu.edu.ph
Published: September 16, 2022
https://doi.org/10.22492/ijcs.7.1.02

Citation: Caingcoy, M. E., Lorenzo, V. I. M., Ramirez, I. A. L., Libertad, C. D., Pabiona Jr., R. G., & Mier, R. M. C. (2022). Assessing Practice Teachers’ Culturally Responsive Teaching: The Role of Gender and Degree Programs in Competence Development. IAFOR Journal of Cultural Studies, 7(1). https://doi.org/10.22492/ijcs.7.1.02


Abstract

Culturally Responsive Teaching (CRT) weaves together rigor and relevance while it improves student achievement and engagement. The Philippine Department of Education implemented Indigenous People’s education to respond to the demands for culturally responsive teaching. Teacher education graduates are expected to articulate the rootedness of education in sociocultural contexts in creating a learning environment that recognizes respect, connectedness, choice, personal relevance, challenges, engagement, authenticity, and effectiveness. Practice teachers need relevant exposure and immersion to fully develop their competence in CRT. This scenario necessitates attention to assessing the competence of 191 practice teachers in CRT, correlating their competence across dimensions, and verifying the role of gender and degree programs in competence development. This investigation provides evidence on the role of gender in competence development toward culturally responsive teaching. Such competence is vital in practice teachers, especially because they are exposed to learners with diverse backgrounds during their teaching internship. This evidence informs supervising instructors in molding practice teachers.

Keywords

competence, culturally responsive teaching, gender, degree program