Theory of Multiple/Multiethnic Perspective-Taking Ability for Teachers' Developmentally and Culturally Appropriate Practice (DCAP)

According to a teacher education model for Developmentally and Culturally Appropriate Practice (DCAP), teacher preparation programs need to prepare prospective teachers to use multiple/multiethnic perspective-taking as an inherent and pervasive mode of instructional thinking. This paper introduces a recursive-based developmental theory of multiple/multiethnic perspective-taking ability for teachers' developmentally and culturally congruent pedagogy: a way to look at, understand, and facilitate growth in teachers' interpersonal pedagogical coordination for developmentally and culturally congruent teaching as “education for all individuals.” It is discussed in connection with the theory of social perspective-taking and Interpersonal Negotiation Strategies (INS) in the field of teacher education for teachers' pedagogical development.