Embedding Culturally Responsive Pedagogy in Undergraduate Teacher Education
Location
Preston 1
Session Format
Presentation
Abstract
This session will highlight Mercer University’s efforts to integrate culturally responsive pedagogy across undergraduate teacher preparation courses. Preparing future educators to teach in diverse classrooms requires intentional curriculum design, modeling, and reflection. Faculty have developed strategies that embed inclusive texts, community-based fieldwork, and critical discussions of identity, equity, and bias within methods and foundations courses. Participants will explore practical approaches to weaving culturally responsive practices into teacher education, examine student reflections that demonstrate growth in cultural awareness, and consider implications for fostering equity-minded educators. This session will share lessons learned, challenges, and adaptable resources for faculty seeking to strengthen teacher candidates’ ability to connect meaningfully with all learners.
Keywords
culturally responsive pedagogy, teacher education, equity, undergraduate preparation, Mercer University
Professional Bio
Sybil Keesbury Martin is a professor in the College of Education at Mercer University, where she focuses on preparing future educators through research, teaching, and community partnerships. Her work emphasizes culturally responsive pedagogy, effective fieldwork supervision, and strong school-university collaborations that support both teacher candidates and K–12 learners. With a commitment to equity in education, Martin integrates practical tools, reflective practice, and mentorship into her courses, equipping teacher candidates to thrive in diverse learning environments
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Martin, Sybil K. and Luther, Vicki L., "Embedding Culturally Responsive Pedagogy in Undergraduate Teacher Education" (2026). Georgia Educational Research Association Conference. 75.
https://digitalcommons.georgiasouthern.edu/gera/2026/2026/75
Embedding Culturally Responsive Pedagogy in Undergraduate Teacher Education
Preston 1
This session will highlight Mercer University’s efforts to integrate culturally responsive pedagogy across undergraduate teacher preparation courses. Preparing future educators to teach in diverse classrooms requires intentional curriculum design, modeling, and reflection. Faculty have developed strategies that embed inclusive texts, community-based fieldwork, and critical discussions of identity, equity, and bias within methods and foundations courses. Participants will explore practical approaches to weaving culturally responsive practices into teacher education, examine student reflections that demonstrate growth in cultural awareness, and consider implications for fostering equity-minded educators. This session will share lessons learned, challenges, and adaptable resources for faculty seeking to strengthen teacher candidates’ ability to connect meaningfully with all learners.
