Three Cs in becoming a culturally responsive teacher: Canadian physical education teachers’ perspectives
Bibliographic record
Abstract
Schools in Canada recently experienced rapid demographic changes in their student populations. Such cultural diversity amongst students can make teaching in physical education (PE) extremely complex. Therefore, the ways in which PE teachers remain responsive in their teaching should be fully examined to promote inclusiveness. There is however a limited knowledge of how PE teachers establish and maintain responsiveness in their day-to-day teaching. This study investigated Canadian PE teachers’ perceived responsibility and their everyday endeavours in pursuing culturally responsive pedagogic practices. This research supplemented the lack of empirical studies on how PE teachers understand and attend to cultural responsiveness in teaching. A generic qualitative approach was employed. Seven Canadian PE teachers participated in one-on-one semi-structured interviews, and the data were analysed thematically. Three Cs of responsive pedagogy emerged: (1) Constant efforts for communication and relationship maintenance, (2) Celebration of differences as a goal for PE, and (3) Confirmation of teachers’ role as learning teachers. Cultural responsiveness was enhanced through student-centred and differentiated pedagogic approaches that challenges teacher-student hierarchy and standardised learning outcomes. Findings suggest that reframing teachers’ roles as lifelong learners of educational contexts can reinforce their culturally responsive teaching.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".