Document Type
Article
Publication Date
2019
Abstract
Despite mounting evidence of the pedagogical importance of culturally responsive teaching, many teachers do not implement culturally responsive practices in their classrooms. The purpose of this study was to investigate pre-service mathematics teachers’ culturally responsive teaching and outcome expectancy in order to inform teacher preparation in mathematics methods courses. Participants completed the Culturally Responsive Teaching Self-efficacy Scale (CRTSE) and the Culturally Response Teaching Outcome Expectancy (CRTOE) Scale. Results suggest that middle school mathematics teachers were only moderately efficacious in their ability to implement culturally responsive teaching practices, despite strong beliefs in the instructional utility of culturally responsive teaching practices.
DOI
DOI: 10.15760/nwjte.2019.14.1.3
Repository Citation
Young, Jamaal R.; Young, Jemimah L.; Fox, Brandon L.; Levingston, Earl R. Jr.; and Tholen, Alana, "We Would If We Could: Examining Culturally Responsive Teaching Self-Efficacy in a Middle School Mathematics Methods Course" (2019). Faculty Publications. 27.
https://scholarworks.sfasu.edu/elementaryed_facultypubs/27
Included in
Educational Methods Commons, Elementary Education Commons, Science and Mathematics Education Commons
Tell us how this article helped you.
Comments
Young, Jamaal R.; Young, Jemimah L.; Fox, Brandon L.; Levingston, Earl R. Jr.; and Tholen, Alana (2019) "We Would If We Could: Examining Culturally Responsive Teaching Self-Efficacy in a Middle School Mathematics Methods Course," Northwest Journal of Teacher Education: Vol. 14: Iss. 1, Article 3.
DOI: 10.15760/nwjte.2019.14.1.3
Available at: https://pdxscholar.library.pdx.edu/nwjte/vol14/iss1/3