This study aims to explore the postgraduate teachers’ perspectives regarding the ‘culturally responsive teacher’. In doing so, it adopts a basic qualitative approach as the research design. I selected eleven teachers as the study group by using the criterion sampling method. I collected the data from five female and six male teachers from various branches through semi-structured interview forms. I used the thematic analysis technique during the data analysis. I categorized the findings under four themes; “cultural responsiveness”, “self-assessment”, “teacher competencies” and “desirable culturally responsive teacher”. According to the results, being a culturally responsive teacher requires having certain personal and professional competencies, such as avoiding discrimination, respecting cultural differences, being a role model, having an empathic tendency, and having good communication skills as well as a pedagogical background. In the pre-service period, a number of special methods and practices should be implemented in order to develop culturally responsive teacher competencies of future teachers.
Recommended CitationKaratas, Kasim. (2020). The Competencies of the Culturally Responsive Teacher: What, Why and How?. i.e.: inquiry in education: Vol. 12: Iss. 2, Article 2.
Retrieved from: https://digitalcommons.nl.edu/ie/vol12/iss2/2