Interrupting the Pattern: Knowing Why and Respecting Who We Teach Abstract

• In Event: Nurturing Teacher Dispositions and Professional Identity: Culturally Relevant Pedagogy, Socially Just Teaching, and Advocacy for Every Student

Abstract

Although research has identified culturally responsive teaching (CRT) as critically important for educators in today’s increasingly diverse classrooms, few studies exist to explore both pre- and in-service teachers’ knowledge, attitudes, and self-efficacy for CRT. This mixed methods study examines pre- and in-service teachers’ perceptions of CRT as well as their CRT self-efficacy. Both pre-service (n = 20) and in-service (n = 12) teachers participated in professional development aimed at improved knowledge and self-efficacy for CRT. Dependent-samples t-tests revealed positive and statistically significant changes in participants’ CRT self-efficacy. Qualitative analyses demonstrate participants worked to better understand their core values, identified a need to better know the students they teach, and recognized high expectations for all students as a core principle of CRT.

Authors

• Kristina LaVenia, Bowling Green State University

• Tracy Huziak-Clark, Bowling Green State University

• Kate Brodeur, Bowling Green State University

• Christy Galletta Horner, Bowling Green State University