LAUSR

ABSTRACT This qualitative case study examined two pre-service teachers’ learning experiences in relation to encountering modelling culturally responsive teaching (CRT) in a multicultural education course. Using Constant Comparison Approach, the researchers searched for evidence of observing aspects of modelling in the course, and described the pre-service teachers’ learning experiences that occurred in relation to this observation, as well as the possible transformation they went through. The study revealed that the critical, justice-oriented teacher education course that implemented modelling CRT activities and behavior seemed to help pre-service teachers to transform and extend their conceptual knowledge of CRT, critically reflect and reconstruct prior knowledge, and connect these experiences to future teaching practice. Based on the data, a framework for modelling CRT in teacher education is delineated. Implications for teacher education are addressed.