Secondary Teacher Efficacy of Culturally Responsive Teaching: What We Can Learn From 2020

• In Event: AERA Roundtable Session 1
  In Roundtable Session: Antiracist and Decolonial Approaches to Teaching and Learning

Abstract

Guided by sociocultural and self-efficacy theory, the present ongoing study investigates the culturally responsive teaching self-efficacy of secondary teachers during the emergency online learning of 2020. Focusing on secondary teachers in a small urban mid-Atlantic school district, the study followed a sequential-explanatory mixed-methods design in which quantitative data from a Culturally Responsive Teaching Self-Efficacy (CRTSE) survey was followed by qualitative interviews with six ELL and/or SPED teachers. Preliminary results indicate strong connections between teachers’ CRTSE and their teaching practices in general and during Fall 2020. Anticipated final results include further connections, as well as insight into how these lived experiences during the extreme situation that 2020 presented can further CRTSE for all educators in future post-pandemic places and spaces.

Author

• Jo Hawke, Danville Public Schools