Inclusive Learning Spaces: Preparing Pre-service Teachers in Culturally Responsive Classroom Management

Abstract

This study is a work in progress addressing the critical need for pre-service teachers to develop competencies that promote student engagement and inclusivity in early childhood education. It emphasizes the role of culturally responsive design, highlighting how thoughtful classroom layouts can reflect and celebrate the diverse backgrounds of young learners. The research data was gathered using a Qualtrics survey and semi-structured interviews to address the following questions: What are pre-service teachers’ perceptions of physical learning space and their potential to impact student engagement, sense of belonging, and culturally responsive practices? How does the physical learning space promote culturally responsive practices in early childhood education? By focusing on practical skills, theoretical knowledge, and reflective practices, this research aims to equip pre-service teachers with the tools necessary to foster engaging and inclusive learning environments for all young learners. The upcoming phase will allow pre-service teachers to collaborate with mentor teachers to redesign a classroom. Ultimately, this study will provide knowledge that will help pre-service teachers discover strategies and enhance their competencies to create inclusive environments that encourage interaction, promote active learning, and support the cultural identities of all learners.