Are We Ready? A Phenomenological Study on Teachers' Perceptions Surrounding Readiness to Teach Diverse Communities and the Responsibility of Teacher Preparation Programs

The purpose of this hermeneutic phenomenological study was to discover teachers’ lived experiences in their teacher education programs in regard to levels of preparedness to effectively teach racially, linguistically, and gender-diverse students. The theory guiding this study was Culturally Responsive Teaching (CRT), which refers to teaching students customs, characteristics, experiences, and perspectives as tools to enhance instruction and understanding of the complexities of society as well as the awareness that students dwell in varying circumstances. The central question directing this research study asked, “What are the lived experiences of teachers and their teacher education programs with diverse communities?” Participants of this study were current teachers in Ohio with more than two years of teaching experience who have completed an undergraduate or graduate teacher education program. Data for this hermeneutic phenomenological study was collected and interpreted through interviews, focus groups, and letter writing. All collected data was analyzed using the hermeneutical framework to determine the shared essence of the phenomenon. Results show an overwhelming need to address the structure of teacher education programs. Participants expressed critical desires for enhanced student experiences through the curriculum to increase their levels of confidence to teach and engage students from diverse populations. Teachers in this study believed improved enhancements to teacher education programs, exposure to diverse communities and improvement in curriculum will reduce low levels of confidence, add value, and increase positive outcomes for students.