Goal Setting for Teacher Development
Enhancing Culturally Responsive, Inclusive, and Social Justice Pedagogy
Bibliographic Data
| ID | 22043056 |
|---|---|
| Authors | Lydiah Nganga (0000-0002-4781-0153, University of Wyoming), Aaron Nydam (0009-0008-0497-3922, University of Wyoming, corresponding author), John Kambutu (0000-0002-0455-7178, University of Wyoming) |
| Year | 2025 |
| Volume | 15 |
| Issue | 3 |
| Pages | 264 |
| Publication date | 2025-02-20 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15030264 |
| OpenAlex | W4407765932 |
| Language | EN |
| References cited | 45 |
This interpretive phenomenological study explores the perspectives of in-service, K-12 teachers in a graduate teacher education program on using goal setting to promote culturally responsive practices. The participants set two goals, documented their growth, and rated course instructional strategies that contributed to their learning. Data were collected through written reflections and responses to an anonymous midterm questionnaire in an online forum. Additional data came from the participants’ final reflections, the principal researcher’s reflective teaching notes, and end-of-semester reflections gathered by an unaffiliated critical friend after grades were posted. Coded data revealed that: 1. In-service teachers created goals that were relevant to specific areas of growth in professional learning and development in culturally responsive teaching practices and understanding diverse learners, 2. Goal setting, as a self-regulated learning strategy, serves to empower teachers toward teaching for promoting culturally responsive teaching practices, 3. Instructional supports and activities enhance personal development in becoming culturally responsive teachers, 4. Teacher educators’ reflection-on-action supports professional development
Pedagogy · Social justice · Sociology · Collaborative Teaching and Inclusion · Early Childhood Education and Development · Psychology · Teacher Education and Leadership Studies
The Power of Feedback Revisited
Closing the Racial/Ethnic Gap Between Students of Color and Their Teachers
Online formative assessment in higher education
Debating Phenomenological Research Methods
A Review of Self-regulated Learning
Teachers’ Professional Competences in Self-Regulated Learning
Culturally Responsive Professional Development Programs for Teacher Educators Using Community-Based Collaborative Learning
Diversity pedagogical content knowledge
Promoting Educators’ Use of Culturally Responsive Practices
Developing teachers as agents of inclusion and social justice
Being’ in the coaching world
What Empowers Teachers to Become Social Justice-Oriented Change Agents? Influential Factors on Teacher Agency toward Culturally Responsive Teaching
Self-Efficacy, Subjective Norms, Self-Regulated Learning
Mapping the Margins
Engaging Phenomenological Analysis
Toward a Theory of Culturally Relevant Pedagogy
Preparing Culturally Responsive Teachers
Becoming a Self-Regulated Learner
Lessons for Teacher Education
Understanding students' motivation towards proactive career behaviours through goal-setting theory and the job demands-resources model
Positionality at the Center
Fostering Culturally Responsive Teaching Through the Identity Project Intervention
| Highly cited | No |
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