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The study aimed to strengthen critical reflection and discussion on creating culturally responsive classrooms, thereby shifting preservice teachers’ conceptions of what makes an effective teacher. Findings show a move from emphasizing personal attributes toward emphasizing teaching skills, supporting practice-based teacher education for culturally responsive practice.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-teacher-education-volume-46-issue-12-article-2-developing-preservice-teacher-conceptions-of-effective-teachers-using-classroom-scenarios-to-practice-difficult-conversations/594034/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-journal-of-teacher-education-volume-46-issue-12-article-2-developing-preservice-teacher-conceptions-of-effective-teachers-using-classroom-scenarios-to-practice-difficult-conversations/594034.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What instructional method did the teacher education faculty use in the study?","Question",{"text":112,"@type":113},"Faculty implemented a series of classroom scenarios that required preservice teachers to engage in difficult conversations with students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What change did the study find in preservice teachers’ conceptions of effective teachers?",{"text":117,"@type":113},"Conceptions shifted from focusing on personal attributes to focusing on teaching skills.",{"name":119,"@type":110,"acceptedAnswer":120},"Why are difficult conversations emphasized for culturally responsive teaching?",{"text":121,"@type":113},"The study frames difficult conversations as opportunities to examine identities, recognize assumptions, and analyze how oppression and potential “trigger” events can be addressed in classrooms.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594034,1792116507,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 46  Issue 12 | Article 2 |\n| --- | --- |\n| 2022\u003Cbr>Developing Preservice Teacher Conceptions of Effective Teachers Using Classroom Scenarios to Practice Difficult Conversations\u003Cbr>Denise Lindstrom\u003Cbr>West Virginia University\u003Cbr>Gwendolyn Jones Bridgewater College\u003Cbr>Joshua Hertlein\u003Cbr>West Virginia University\u003Cbr>Meredith Thompson\u003Cbr>Massachusetts Institute of Technology\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Teacher Education and Professional Development Commons |  |\n\nRecommended Citation  \nLindstrom, D., Jones, G., Hertlein, J., & Thompson, M. (2021) . Developing Preservice Teacher Conceptions of Effective Teachers Using Classroom Scenarios to Practice Difficult Conversations. Australian Journal of Teacher Education, 46(12) .  \n[http://dx.doi.org/10.14221/ajte.2021v46n12.2](http://dx.doi.org/10.14221/ajte.2021v46n12.2)  \nThis Journal Article is posted at Research Online.  \n[https://ro.ecu.edu.au/ajte/vol46/iss12/2](https://ro.ecu.edu.au/ajte/vol46/iss12/2)  \nDeveloping Preservice Teacher Conceptions of Effective Teachers Using Classroom Scenarios to Practice Difficult Conversations  \nDenise Lindstrom  \nWest Virginia University, United States  \nGwen Jones  \nBridgewater College, United States  \nMeredith Thompson  \nMassachusetts Institute of Technology, United States  \nJoshua Hertlein  \nWest Virginia University, United States  \nAbstract: Faculty from three different teacher preparation programs  \nimplemented classroom scenarios to help preservice teachers practice  \nholding difficult conversations with students. The goal was to enhance  \ncritical reflection and discussion around creating culturally  \nresponsive classrooms to change preservice teacher conceptions of  \neffective teachers' qualities. Results indicate that preservice teacher  \nconceptions of effective teachers shifted from a focus on personal  \nattributes to teaching skills. This study addresses the need for  \npractice-based teacher education that has advanced in parallel with  \nefforts to find new ways to the practical knowledge needed to be  \nculturally responsive teachers.  \nIntroduction  \nThe need to address multicultural education in teacher education programs is paramount in the 21st century as many countries experience increasing social and cultural diversity. For example, in the United States, classrooms are becoming more diverse, while the teaching force remains primarily white (Muniz et al., 2018) . This growth in cultural diversity and disparity between student and teacher ethnicity is likewise occurring in Australia where approximately 50,000 people from sub-Saharan African countries have been resettled since 2000 (Baak, 2018), while teachers remain mostly white and middle class. South Korea has experienced a similar cultural mismatch between the student population caused by growth in immigration from mostly Southeast Asian and North Korean. At the same time, 90% of teachers still identify as ethnically Korean (Um, & Cho, 2022) . These trends indicate that most educators will interact with students whose experiences are different from their own, increasing the likelihood of potential cultural misunderstandings between students and their teachers.  \nWhile beginning teachers regard creating a positive classroom environment as their most serious challenge (Larmer et al., 2016), research suggests preservice teachers are mostly unaware how their actions may create barriers to creating a positive classroom environment where all students can succeed (Welton & Martinez, 2013) . These findings point to a growing need for preservice teachers to develop the mindsets needed to understand their students' cultural  \ndifferences and the practical knowledge required to establish positive relationships with their students.  \nCulturally responsive teachers (CRT) understand their students' cultural differences and build partnerships with learners to","cbCaifi5rujzq7Bj","https://ap.wps.com/l/cbCaifi5rujzq7Bj","pdf",259203,15,"English","# Introduction\n## Multicultural education and teacher preparation\n## Culturally responsive teaching and deficit thinking\n## Classroom scenarios and difficult conversations","[{\"question\":\"What instructional method did the teacher education faculty use in the study?\",\"answer\":\"Faculty implemented a series of classroom scenarios that required preservice teachers to engage in difficult conversations with students.\"},{\"question\":\"What change did the study find in preservice teachers’ conceptions of effective teachers?\",\"answer\":\"Conceptions shifted from focusing on personal attributes to focusing on teaching skills.\"},{\"question\":\"Why are difficult conversations emphasized for culturally responsive teaching?\",\"answer\":\"The study frames difficult conversations as opportunities to examine identities, recognize assumptions, and analyze how oppression and potential “trigger” events can be addressed in classrooms.\"}]","Australian Journal of Teacher Education - Volume 46 - Issue 12 - Article 2 - Developing Preservice Teacher Conceptions of Effective Teachers Using Classroom Scenarios to Practice Difficult Conversations | PDF",1792078408,38]