Preservice Teachers' Readiness to Teach Mathematics to Diverse Learners Using Culturally Responsive Teaching Approaches

• In Event: Moscone Center West Roundtable Session 1
  In Roundtable Session: Practice Makes Perfect? Mistakes, Models, and Matters in Mathematics Education

Abstract

This study investigated the impact of a teacher preparation program on preservice teachers’ self-efficacy and application of culturally responsive teaching techniques. Two surveys and a lesson development task were administered to 63 preservice teachers for data collection. Results showed that seniors showed higher self-efficacy level and more frequent use of CRT strategies in lesson development than juniors. English language learners and linking culture to curriculum showed the lowest self-efficacy. The most frequently adopted CRT strategies included developing a rapport with students, and the ability to use manipulatives and technology. Findings of the study suggest that improving self-efficacy with CRT can improve better use of CRT approaches.

Authors

• Hea-Jin Lee, The Ohio State University - Lima

• Leah Herner-Patnode, The Ohio State University - Lima

• Seonhee Cho, College of Mount Saint Vincent