Abstract
In an increasingly globalized world, preparing teachers to work with culturally and linguistically diverse (CLD) learners has become a critical component of teacher education programs. The recently revised Massachusetts Department of Elementary and Secondary Education (DESE) Candidate Assessment of Performance (CAP) guidelines emphasize the need for teacher candidates to demonstrate growth in their culturally sustaining pedagogy (DESE, 2025). However, traditional approaches to cultural responsiveness in teacher preparation often fall short of comprehensive, practice-oriented methods that foster connections to classroom practice (Gulya & Fehérváry, 2023).
Recommended Citation
Carey Ingle, Jeanne; Spitzman, Emily; and Thomas, Sarah
(2025).
Being the “Other”: How Teaching Internationally Impacts Teacher Candidates’ Culturally Sustaining Practices.
Bridgewater Review, 43(2), 6.
Available at: https://vc.bridgew.edu/br_rev/vol43/iss2/19