Teaching about culture, within culture: an explorative study about the extent of culturally responsive teaching competencies of non-professional teachers who execute global citizenship education projects at high schools

Abstract

This study explored the extent of culturally responsive teaching (CRT) competencies of non-professional teachers during the implementation of global citizenship education projects at high schools. Due to the increasing culturally and ethnically diverse classrooms, many studies have been conducted on the CRT competencies of teachers. This study aimed to fill the gap in research about the CRT competencies of non-professional teachers. A qualitative study with 16 participants who carry out the citizenship project of the ngo Cross Your Borders was conducted. All participants are interns at the organisation and can be seen as non-professional teachers. An observation has been conducted by a teacher who was present in class during the execution of a project by one of the participants. In addition, interviews with the participants were conducted in order to explore how they perceived their CRT competencies. Also, to explore which potential factors might explain differences between them and other participants. Results revealed that the non-professional teachers showed some extent of CRT competencies, however unconsciously and occasionally. The main differences between non-professional teachers seemed to lay in their educational background and their experiences in education. The insights of this study provided multiple aspects that should be included during the preparation of non-professional teachers before they will be teaching. An extended pedagogic and didactic training should be provided followed up by a training on how to implement CRT in class.