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

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 preservice 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 Scale (CRTOE). Results suggest that middle school mathematics teachers were only moderately efficacious in their ability to implement culturally responsive teaching approaches, despite strong beliefs in the instructional utility of culturally responsive teaching practices.

Disrupting the Deficit Gaze: Equity Work with University Supervisors

“…Initially, the professional learning sessions were used for logistical communications about timelines, evaluation form calibration, and electronic reporting platforms, which were important to improve articulation. More recently, professional learning sessions have focused on elements of coaching teacher candidates, including how to foster productive conversations between mentor teachers and candidates, specifically to increase candidate knowledge and application of asset-based pedagogy (Lopez, 2017;Paris, 2012;Young et al, 2019).…”