Preparation of GaTAPP Teachers to Work in Diverse Classrooms

Abstract

Teacher shortages have been a longstanding issue in U.S. classrooms, largely due to low enrollment in teacher preparation programs. This has led many states to turn to alternative teacher certification programs to fill staffing needs. One such program in Georgia is the Georgia Teacher Academy for Preparation and Pedagogy (GaTAPP). This study focuses on GaTAPP teachers and their preparation for teaching diverse student populations, as well as their implementation of multicultural education practices in the classroom. The study uses a case study design, including interviews, document elicitation, and a focus group from 11 teachers who have completed the GaTAPP program since 2009. The study applies critical theory and principles of multicultural pedagogy to analyze power dynamics and cultural influences impacting the case. This approach has the potential to advance teacher preparation in instructing diverse learners and challenging mainstream ideologies, while promoting equity, diversity, and inclusivity in the classroom.