Jamie Doronkin | PhD
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Culturally Responsive Teaching (CRT) is a teacher’s use of strategies that creates an inclusive classroom. CRT is important because culture affects learning and behavior; if teachers have a basic understanding of different cultures, they will be more equipped to create and foster community in the classroom, thus making space for students to celebrate their cultures and feel a sense of belonging. This mixed methods pilot study examined self-efficacy and confidence of preservice educators and inservice educators regarding Culturally Responsive Teaching and Instruction. Quantitative data were comprised of a survey, Culturally Responsive Teaching Self-Efficacy Scale, used with permission from Siwatu (2007), in which participants self-rated CRT confidence and efficacy skills. Qualitative data were collected through an interview with each participant and examined responses which participants rated themselves the lowest, or least efficacious. Interviews revealed themes of the importance of relationships and how virtual learning affects teaching. This study aimed to answer the question “If I interview educators and preservice educators about self-efficacy beliefs and these educators also self-rate regarding educator efficacy and confidence, in what ways, if any, could that information inform teacher preparation programs about pre-service teacher self-efficacy development and Culturally Responsive Teaching?”
College of Education and Allied Health
Collaborative High Impact Instruction
Fontbonne University Archives
St. Louis, MO
Culturally Responsive Teaching (CRT), Culturally Responsive Teaching Self-Efficacy Scale (CRTSES), self-efficacy
Curriculum and Instruction | Education | Educational Assessment, Evaluation, and Research
Kinsella, Colleen, "Examining Pre-Service Educators’ and Educators’ Self-Efficacy in Culturally Responsive Instruction" (2021). 2021 Projects. 2.
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