The development and validation of a self-report instrument to assess attitudes and self-efficacy of preservice teachers toward teaching linguistically and culturally diverse PE classes

This article reviews 45 assessment tools designed to capture aspects of teaching and learning to teach for equity, social justice, and/or diversity to understand whether the existing tools measure up to the most pressing concerns in teacher education. First, we provide an overview of the 45 assessment tools, focusing on conventional properties. Second, we argue that the tools need to be examined beyond the conventional categories by attending to culture in both the content of assessments and their development processes. Finally, we use Kirkhart’s multicultural validity framework to reexamine the tools, focusing on their theoretical, methodological, relational, experiential, and consequential dimensions. Our analysis reveals that only a few assessments “measure up,” when examined in terms of multicultural validity. This means they tend not to do enough to address the most pressing challenges in today’s teacher education context or to advance equity and social justice goals at a deep level.

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The development and validation of a self-report instrument to assess attitudes and self-efficacy of preservice teachers toward teaching linguistically and culturally diverse PE classes

Cited by 5 publications

References 46 publications

Confirmatory Factor Analysis in Kinesiology Journals with Explicit Measurement Focus

Confirmatory Factor Analysis in Kinesiology Journals with Explicit Measurement Focus

Development of Attitude Assessment Instrument for Pre-service Primary School Teachers Based on Science Literacy

Learning to Teach for Equity, Social Justice, and/or Diversity: Do the Measures Measure Up?

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