Critical Reflections: Are We Effectively Preparing Teacher Candidates to Be Culturally Responsive?

• In Event: Self-Efficacy, Self-Determined Motivation, and Grit in Relation to Faculty Outcomes:

Abstract

The authors completed a mixed methods study to examine the culturally responsive self-efficacy of College of Education faculty and teacher candidates. Using a three-phase study, data were collected through surveys, a focus group, and interviews. First, 21 faculty members completed a modified version of the Culturally Responsive Teaching Self-Efficacy Scale (CRTSE). Second, nine faculty members participated in focus groups or one-on-one interviews. Third, 55 teacher candidates completed the CRTSE. Quantitative and qualitative results indicated that faculty and teacher candidates reported low self-efficacy in working with English Language Learners. Findings from this survey provide recommendations for teacher preparations programs to consider.

Authors

• Rachelle Miller, University of Central Arkansas

• Nykela Jackson, University of Central Arkansas

• Sunny Styles-Foster, University of Central Arkansas

• Katarzyna Gallo, Mississippi State University