A case study of science teacher candidates’ understandings and actions related to the culturally responsive teaching of ‘Other’ students

The purpose of this explanatory case study using critical theory as a philosophical lens was
to focus on two science teacher candidates‘ understandings of Otherness and their culturally
responsive teaching (or the lack thereof) of students they believe are the ‗Others‘. The
researchers found that even though the participants had different goals for their students,
they were not responsive to some of their students because of the students‘ culture, race,
and/or ethnicity. Both of the participants believed their science teacher education program
had shortcomings and did not provide all of the needed experiences for them to be
successful in their science teaching of the ‗Other‘ students.