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Research Critique: Qualitative
Teaching is not a simple career. It involves working with students from an array of
backgrounds, adapting to meet a multitude of needs. Culturally responsive teaching is one tool
that can be utilized to assist in this challenging task. This paper will examine and evaluate
Koubek’s and Wasta’s (2023), titled "Preservice Teachers’ Experiences on Becoming Culturally
Responsive Educators: An Action Research Case Study."
Summary
Purpose
The purpose of the study conducted by Koubek’s and Wasta’s (2023), was explore how
one teacher preparation program helped prepare teachers for culturally responsive teaching. It
explored how the program used what they called “reflective and experiential practices (Koubek
& Wasta, p. 12, 2023)” into their graduate level Teaching English to Speakers of Other
Languages (TESOL) level courses for teachers in training. The goal was to determine their
overall growth of sociocultural consciousness, equity-oriented practices, and advocacy for
multilingual learners (Koubek & Wasta, 2023).
Participants/Sample
The participants included six students taking TESOL courses. They were predominantly
white, middle-class females whose primary language was English as this reflected the
demographics of the average American teacher. There was one multilingual teacher of Chinese
heritage as well as one male teacher who had experience teaching English in China. Two
participants had undergraduate degrees in Spanish which included coursework in Spain while a
third another had studied abroad in Switzerland, Ethiopia, and Rwanda. A final participant had
prior mission trip experience in Spain (Koubek & Wasta, 2023).
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Research Design
The research design included both action research and case study. This approach was
utilized as the researchers felt it would be conducive in allowing them to not only observe but
implement changes in the attitudes and practices of the participants. It allowed them to gain a
detailed perspective of the process that creates a culturally responsive educator (Koubek &
Wasta, 2023).
Method of Data Collection
Koubek and Wasta (2023) used multiple data collection methods. The most utilized item
in their research was weekly practicum journals which provided a detailed summary of each
participant’s tutoring experiences and reflections. Additional research methods included direct
observations of interaction, action research projects, a philosophy of diversity paper, and
individual participant semi-structured interview at the end of each course educator (Koubek &
Wasta, 2023).
Method of Analysis
Koubek and Wasta (2023) completed their thematic analysis of data as it was gathered.
They employed a process of frequently crosschecking each other’s coding during meetings to
ensure accuracy and involved interview participants in ensuring accuracy of interview
transcriptions. Sources were then triangulated to help establish dependability and credibility of
findings. This process led to the identification and analysis of themes for common alignments.
Results
Thematic analysis offered the following clusters: teacher growth in awareness of
culturally responsive pedagogy (CRP), asset-based perspectives, equity-oriented approaches,
teacher expectations, and relationship building between teachers and students/families. A strong
QUALITATIVE CRITIQUE 4
alignment between these clusters and Villegas and Lucas’s (2007) culturally responsive
framework was another significant finding. What this means is that the preservice teachers’
awareness of culturally responsive pedagogy was high, and they saw the benefit of learning
how to utilize culturally responsive practices. The following areas for growth were also
determined: the need for more practical strategies and support in implementing these practices.
Ultimately, this study highlighted the need for continued reflective practices to disrupt biases
while promoting equity in classrooms educator (Koubek & Wasta, 2023).
Critical Analysis
Further Research
There are several areas available for further research that Koubek and Wasta (2023) did
not cover. Their study considers only a limited group of preservice teachers. Expanding the
participant pool would allow for a deeper understanding of what the affect would be for
teachers of various backgrounds. This would be essential as there has been a current push
towards expanding teacher demographics to mirror that of students. Additionally, further
research could discuss how utilizing culturally responsive practices would affect other subject
areas such as math, art, or special education. A final area that could use research would be how
students feel these practices affect them and their education.
Threats to Validity/Undocumented Bias
Participation in this study was voluntary and yielded a small and limited sample. While
the study’s authors felt the group was sufficient due to its close mirroring of current United
States teachers, this is still a potential threat to validity. There is also the concern that the study
authors did not obtain knowledge of participants’ preexisting attitudes toward culturally
responsive practices which could create bias (Koubek & Wasta, 2023).
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Original Insight/Criticism
Reflective practice is a highly encouraged exercise for educational professionals. Koubek
& Wasta (2023) emphasized how this can play a role in improving skills even before finishing
teacher preparation programs. The skill of determining and addressing personal biases one may
hold is essential when working with students from differing backgrounds. The study also ties in
the idea that learning is best done in action with real-world experience. Theoretical knowledge
is different from practical application. This is something most educators know and understand
is key for becoming effective in their field.
Implications of Findings
Implementing culturally responsive practices in the classroom requires continual training
and practice. With the current climate pushing to include this pedagogy in the classroom,
Koubek and Wasta (2023) have provided data that supports the importance of incorporating this
training into teacher preparation programs, not just providing professional development for
those already in the field. This study will provide a foundational start to continued research in
how to best prepare the next generation of educators.
Discussion
Education in the United States is moving towards a pedagogy that emphasizes the belief
that a one-size-fits-all approach is a failure. This continual shift means that teacher preparation
programs must begin to explore direct practices that impart the skills required to be successful in
this area. Culturally responsive practices are among the skills that are needed. Working in a
school with a high level of students from diverse backgrounds has given me the unique
perspective to see how difficult yet important this practice truly is. As Christians, the idea of
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culturally responsive practices in the classroom is a necessity. Diversity is celebrated by God as
shown in passages like 1 Corinthians 12:12-14. It is here the body of Christ is compared to that
of a human body where many parts with distinct jobs complete the whole, each other as they
work. Passages such as Proverbs 18:13 and Matthew 25: 35-40 discuss the importance of
listening to and serving all, both of which are integral parts of culturally responsive teaching.
Training new teachers on how to implement this pedagogy is in an effective and meaningful way
is essential as Koubek and Wasta (2023) highlight.
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References
The Bible, Galatians 3:28 (New International Version).
Koubek, E., & Wasta, S. (2023). Preservice teachers’ experiences on becoming culturally
responsive educators: An action research case study. Journal on Efficiency and
Responsibility in Education and Science, 16(1), 12–25.
Villegas, A. M. and Lucas, T. (2007) The culturally responsive teacher, Educational Leadership,
Vol. 64, No. 6, pp. 28–33.
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