LAUSR

Abstract This study adopted the transformation approach to modify the structure of curriculum and instruction of a Taiwanese teacher-education program to weave in elements of culturally responsive teaching (CRT). Through observation, interviews, and data collection, the transformation of 15 candidates was analyzed. Their intrinsic motivation progressed from “establishing inclusion” to “developing a positive attitude,” “enhancing meaning,” and finally “engendering competence” through reflection. The findings can serve as the basis for deepening the theories and practices of culturally responsive teacher preparation, particularly in the context of Chinese cultural heritage.