Mentorship and Culturally Responsive Pedagogy: Influence of Pre-Service Support from Cooperating Teachers
Keywords:
Cooperating teachers, Culturally responsive pedagogy, Newly-hired high school teachers, Pre-service support, QuantitativeAbstract
Cooperating teachers’ support during pre-service training significantly shapes the development of culturally responsive pedagogy (CRP) among future educators. This study examines the extent to which this pre service support influences the CRP practices of newly hired high school teachers. A descriptive-quantitative design was used, employing ordinal regression analysis. Using purposive sampling, 100 newly hired high school teachers from private and public schools in the Davao region were the respondents. Data were collected using a researcher-developed questionnaire, which underwent content validation and reliability testing. Respondents reported excellent pre-service support (x̄ = 4.24) and demonstrated a very high level of CRP implementation (x̄ = 4.51). Furthermore, pre-service support from cooperating teachers significantly influences CRP implementation, as evidenced by a 35% improvement in predictive outcomes. Hence, there is a need to emphasize culturally responsive pedagogy in teacher education programs to ensure pre-service teachers are equipped with the knowledge and skills to implement diverse classroom strategies, ultimately enhancing teacher preparation and student success.
Downloads
References
Agresti, A. (2010). Analysis of ordinal categorical data (2nd Ed.). John Wiley & Sons. https://tinyurl.com/3ehj7jpj
Aggarwal, R., & Ranganathan, P. (2019). Study designs: Part 2 – Descriptive studies. Perspectives in Clinical Research, 10(1), 34–36. https://doi.org/10.4103/picr.picr_154_18
Banville, D. (2002). Literature review of best practices of cooperating teachers in the USA. https://files.eric.ed.gov/fulltext/ED469467.pdf
Baykul, Y. (1999). Mathematics teaching: Arithmetic teaching in primary education first stage (2nd Ed.). Ankara, Turkey: Pegem A Yayıncılık.
Berger, P., & Luckmann, T. (1966). The social construction of reality: A treatise in the sociology of knowledge. (Garden City: Anchor Books, 1967), 240 pp. ISBN 978-038-505-898-8
Beskow, L.M. (2023). Ethical issues in obtaining informed consent for research. Ethics & Human Research, 45(2), 30–38. https://doi.org/10.1093/jlb/lsae003
Brown, L., & Taylor, M. (2022). Advanced statistical methods in data analysis. Academic Press.
Brown, T., & Lee, S. (2023). Collaborative mentoring in teacher education: A model for culturally responsive teaching. Journal of Teacher Education, 74(3), 233–245.
Burgess, C., Bishop, M., & Lowe, K. (2020). Decolonising indigenous education: The case for cultural mentoring in supporting indigenous knowledge reproduction. Discourse: Studies in the Cultural Politics of Education, 43(1), 1–14. https://doi.org/10.1080/01596306.2020.1774513
Caingcoy, M., Lorenzo, V.I., Ramirez, I.A., Libertad, C., Pabiona, R., Jr., & Mier, R.M. (2022). Assessing practice teachers’ culturally responsive teaching: The role of gender and degree programs in competence development. IAFOR Journal of Cultural Studies, 7(1). https://doi.org/10.22492/ijcs.7.1.02
Callaman, R., Edilo, J., & Evardo, O., Jr. (2022). Culturally responsive self-efficacy of Mathematics teachers: Input for self-efficacy building enhancement. International Journal of Innovative Research in Education, 9(1):105–113. https://doi.org/10.18844/ijire.v9i1.8975
Chuang, H.-H., Shih, C.-L., & Cheng, M.-M. (2020). Teachers' perceptions of culturally responsive teaching in technology‐supported learning environments. British Journal of Educational Technology, 51(6), 2442-2460. https://doi.org/10.1111/bjet.12921
Comstock, M., Litke, E., Hill, K.L., & Desimone, L. (2023). A culturally responsive disposition: How professional learning and teachers’ beliefs about and self-efficacy for culturally responsive teaching relate to instruction. AERA Open, 9, 23328584221140092. https://doi.org/10.1177/23328584221140092
Council for International Organizations of Medical Sciences. (2023). International ethical guidelines for health-related research involving humans. CIOMS.
Curtis, E., Comiskey, C., & Dempsey, O. (2016). Correlational research. In E. Curtis & C. Drennan (Eds.), The Research Process (pp. 140–146). SAGE Publications. https://tinyurl.com/vautdkr
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2021). Implications for educational practice of the science of learning and development. Applied Developmental Science, 25(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
Delice, A. (2010). The sampling issues in quantitative research. Educational Sciences: Theory and Practice, 10(4), 2001-2018. https://files.eric.ed.gov/fulltext/EJ919871.pdf
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd Ed.). Teachers College Press.
Gay, G. (2021). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
Garcia, K., & Pantao, J. (2021). Cultural sensitivity and classroom management of teachers. International Journal of Professional Development, Learners and Learning, 3(1), a2108. https://doi.org/10.30935/ijpdll/11093
Hair, J., Black, W., Babin, B., & Anderson, R. (2019). Multivariate data analysis. https://tinyurl.com/3f2c3d8h
Hammond, Z. (2014). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin Press. ISBN 978-1-4833-0801-2.
Hoffman, J., Wetzel, M., Maloch, B., Greeter, E., Taylor, L., DeJulio, S., & Vlach, S.K. (2015). What can we learn from studying the coaching interactions between cooperating teachers and preservice teachers? A literature review. Teaching and Teacher Education, 52, 99–112. https://doi.org/10.1016/j.tate.2015.09.004
Ilaltdinova, E., Filchenkova, I., Kudryavtsev, V., & Krasnopevtseva, T. (2022). Development of an inclusive culture of pre-service teachers. ARPHA Proceedings, 5, 635–646. https://doi.org/10.3897/ap.5.e0635
Ismailos, L., Gallagher, T., Bennett, S., & Li, X. (2022). Pre-service and in-service teachers’ attitudes and self-efficacy beliefs with regard to inclusive education. International Journal of Inclusive Education, 26(2), 175–191. https://doi.org/10.1080/13603116.2019.1642402
Khasawneh, Y.J.A. (2023). An investigation of pre-service teacher preparation programs in teacher education and Co-teaching models. Information Sciences Letters, 12(7), 2849-2857. http://dx.doi.org/10.18576/isl/120714
Kong, D., Yuan, R., & Zou, M. (2024). Pre-service EFL teachers’ intercultural competence development within service-learning: A Chinese perspective. The Asia-Pacific Education Researcher, 33, 263–272. https://doi.org/10.1007/s40299-023-00725-1
Ladson-Billings, G. (2023). "Yes, But How Do We Do It?": Practicing culturally relevant pedagogy. In White Teachers/Diverse Classrooms (pp. 33–46). Routledge. https://tinyurl.com/yx42kn7d
Matsko, K., Ronfeldt, M., Nolan, H., Klugman, J., Reininger, M., & Brockman, S. (2020). Cooperating teacher as model and coach: What leads to student teachers’ perceptions of preparedness? Journal of Teacher Education, 71(1), 41–62. https://doi.org/10.1177/0022487118791992
Mercado, M. G. M. (2021). Culturally responsive curriculum: A case study of IP school in the Philippines. Journal of Community Development Research (Humanities and Social Sciences), 14(3), 1–9. https://tinyurl.com/3c4c3ss5
Nguyen, H., Smith, J., & Tran, L. (2023). Longitudinal impacts of cooperating teacher support on pre-service teachers' cultural competency. International Journal of Educational Research, 115, 102042.
Oladejo, A.I., Okebukola, P.A., Olateju, T.T., Akinola, V.O., Ebisin, A., & Dansu, T.V. (2022). In search of culturally responsive tools for meaningful learning of chemistry in Africa: We stumbled on the culturo-techno-contextual approach. Journal of Chemical Education, 99(8), 2919–2931. https://doi.org/10.1021/acs.jchemed.2c00126
Pratiwi, H., Haida, R.N., Riwanda, A., & Minasyan, S. (2023). Pre-service ECE teachers’ experiences in implementing multicultural education. Analisa: Journal of Social Science and Religion, 8(2), 256–276. https://doi.org/10.18784/analisa.v8i2.2064
Resnik, D.B. (2023). Research ethics timeline (1932-present). National Institute of Environmental Health Sciences.
Ross, S.M. (2004). Introduction to probability and statistics for engineers and scientists (3rd Ed.). San Diego: Elsevier Academic Press.
Semilla, M. J., & Jalos, L., Jr. (2024). Faculty’s responsive teaching strategies and students’ cultural communicative competence in Marinduque State College: Basis for SGD aligned curriculum framework. https://doi.org/10.5281/zenodo.14253298
Sleeter, C.E. (2022). Transforming teacher education: Teaching with impact. Harvard Education Press.
Smith, D., & Johnson, K. (2022). Mentorship in teacher education: Supporting pre-service teachers. Educational Review, 74(4), 478–492.
Smith, J. (2024). Professional development for in-service teachers: Best practices and strategies. Educational Journal, 45(2), 123–145.
Smith, L.C., Miller, C.T., & Bailey, J.M. (2021). Mentoring for culturally responsive teaching: Preparation for inclusive classrooms. Routledge.
Smith, P. (2023). Essentials of primary data collection: A comprehensive guide. Survey Research Journal, 28(2), 34–56.
Souto-Manning, M. (2021). Radical possibilities for education: Reimagining equity and justice. Teachers College Press. https://doi.org/10.5325/trajincschped.28.2.0160
Tanase, M. (2022). Culturally responsive teaching in urban secondary schools. Education and Urban Society, 54(4), 363–388. https://doi.org/10.1177/00131245211026689
Ulbricht, J., Schachner, M., Civitillo, S., & Juang, L. (2024). Fostering culturally responsive teaching through the identity project intervention: A qualitative quasi-experiment with pre-service teachers. Identity, 24(4), 307–330. https://doi.org/10.1080/15283488.2024.2361890
Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wang, J., Chen, J., Liu, J., Tang, D., Chen, D. Z., & Wu, J. (2025). A survey on ordinal regression: Applications, advances and prospects. arXiv. https://doi.org/10.48550/arXiv.2503.00952
Williams, R., & Quiroz, C. (2020). Ordinal regression models. SAGE Publications Ltd. https://doi.org/10.4135/9781526421036885901
Yıldırım, A., & Şimşek, H. (2006). Qualitative research methods in the Social Sciences (6th Ed.). Ankara, Turkey: Seçkin Yayıncılık.
Yada, A., & Alnahdi, G. (2021). A comparative study on Saudi and Japanese in-service teachers’ attitudes towards inclusive education and self-efficacy in inclusive practices. Educational Studies, 50(4), 539–557. https://doi.org/10.1080/03055698.2021.1969646
Zorba, M.G. (2020). Personal and professional readiness of in-service teachers of English for culturally responsive teaching. Eurasian Journal of Educational Research, 20(88), 41–66. DOI: 10.14689/ejer.2020.88.2. https://tinyurl.com/n27b932h
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Journal of Interdisciplinary Perspectives
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
