We Would If We Could: Examining Culturally Responsive Teaching Self-Efficacy in a Middle School Mathematics Methods Course

Northwest Journal of Teacher Education

Brandon L Fox¹  Alana Tholen²  Jamaal R Young²  Jemimah L Young²  Earl R Levingston³ 

[1] Stephen F Austin State University;University of Iowa;University of North Texas;

关键词: Culturally Responsive Teaching;    Self-Efficacy;    Mathematics Education;    Middle Grades;    Teacher Preparation;   

DOI  :  10.15760/nwjte.2019.14.1.3

来源: DOAJ

【 摘 要 】

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.

【 授权许可】

Unknown