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The Impact of Culturally Responsive Mathematics Teaching (CRMT) Interventions on Elementary Preservice Teachers' CRMT Self-Efficacy
Fri, May 5, 4:15 to 5:45pm CDT (4:15 to 5:45pm CDT), Division K Virtual Sessions, Division K - Section 05: Teacher and Teacher Educator Preparation Virtual Paper RoomAbstract
In this study, a quasi-experimental mixed-method was used to explore elementary pre-service mathematics teachers’ Culturally Responsive Teaching Self-efficacy (CRTSE) in the teacher preparation program located in Florida. The study has three phases, (1) pre-survey on CRTSE, (2) three intervention sessions on CRT, and (3) post-survey and in-depth interview for the selected participants. Though the quantitative data analysis comparing the pre-survey with the post-survey reveals that the pre-service teachers improved their CRTSE, the qualitative data analysis from the in-depth interview and artifacts submitted during the intervention sessions, imply that the result from the quantitative data analysis needs to be interpreted in deliberations and carefully- the participants showed improvements in scores, however, somewhat superficially in their perspective toward CRT.