Prepared to Respond? Investigating Preservice Teachers’ Perceptions of their Readiness for Culturally Responsive Teaching
Increasing cultural diversity in American schools has made preparing graduates to work with diverse learners an essential goal of teacher education programs. The purpose of this study was to investigate the perceptions of elementary (K-6) undergraduate preservice teachers (n=36) in a dual certificat...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Georgia Southern University
2021-05-01
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| Series: | International Journal for the Scholarship of Teaching and Learning |
| Subjects: | |
| Online Access: | https://digitalcommons.georgiasouthern.edu/ij-sotl/vol15/iss1/10 |
| _version_ | 1818740378177634304 |
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| author | Alicia Moore Rebecca Giles Paige Vitulli |
| author_facet | Alicia Moore Rebecca Giles Paige Vitulli |
| author_sort | Alicia Moore |
| collection | DOAJ |
| description | Increasing cultural diversity in American schools has made preparing graduates to work with diverse learners an essential goal of teacher education programs. The purpose of this study was to investigate the perceptions of elementary (K-6) undergraduate preservice teachers (n=36) in a dual certification program regarding their personal and professional readiness for culturally responsive teaching. Data collected using the Cultural Responsive Teaching Readiness Scale (Karatas & Oral, 2017) revealed relatively high mean overall with little variation (M = 4.25, SD = 0.18) with a statistically significant difference (t (33) = 18.65, p < .001) between Personal Readiness (M = 4.46) and Professional Readiness (M = 3.98). Participants seemed to perceive classroom practice as influential in terms of their cultural awareness, thus, indicating the importance of partnerships with area schools and districts to ensure effective field experiences for preparing teachers for sustained employment in culturally and linguistically diverse settings. |
| first_indexed | 2024-12-18T01:39:46Z |
| format | Article |
| id | doaj.art-29ffab43e14a44fc84040cb758b5b75b |
| institution | Directory Open Access Journal |
| issn | 1931-4744 |
| language | English |
| last_indexed | 2024-12-18T01:39:46Z |
| publishDate | 2021-05-01 |
| publisher | Georgia Southern University |
| record_format | Article |
| series | International Journal for the Scholarship of Teaching and Learning |
| spelling | doaj.art-29ffab43e14a44fc84040cb758b5b75b2022-12-21T21:25:22ZengGeorgia Southern UniversityInternational Journal for the Scholarship of Teaching and Learning1931-47442021-05-0115110.20429/ijsotl.2021.150110Prepared to Respond? Investigating Preservice Teachers’ Perceptions of their Readiness for Culturally Responsive TeachingAlicia MooreRebecca GilesPaige VitulliIncreasing cultural diversity in American schools has made preparing graduates to work with diverse learners an essential goal of teacher education programs. The purpose of this study was to investigate the perceptions of elementary (K-6) undergraduate preservice teachers (n=36) in a dual certification program regarding their personal and professional readiness for culturally responsive teaching. Data collected using the Cultural Responsive Teaching Readiness Scale (Karatas & Oral, 2017) revealed relatively high mean overall with little variation (M = 4.25, SD = 0.18) with a statistically significant difference (t (33) = 18.65, p < .001) between Personal Readiness (M = 4.46) and Professional Readiness (M = 3.98). Participants seemed to perceive classroom practice as influential in terms of their cultural awareness, thus, indicating the importance of partnerships with area schools and districts to ensure effective field experiences for preparing teachers for sustained employment in culturally and linguistically diverse settings.https://digitalcommons.georgiasouthern.edu/ij-sotl/vol15/iss1/10culturally responsive teachingpreservice teacherselementaryteacher educators |
| spellingShingle | Alicia Moore Rebecca Giles Paige Vitulli Prepared to Respond? Investigating Preservice Teachers’ Perceptions of their Readiness for Culturally Responsive Teaching International Journal for the Scholarship of Teaching and Learning culturally responsive teaching preservice teachers elementary teacher educators |
| title | Prepared to Respond? Investigating Preservice Teachers’ Perceptions of their Readiness for Culturally Responsive Teaching |
| title_full | Prepared to Respond? Investigating Preservice Teachers’ Perceptions of their Readiness for Culturally Responsive Teaching |
| title_fullStr | Prepared to Respond? Investigating Preservice Teachers’ Perceptions of their Readiness for Culturally Responsive Teaching |
| title_full_unstemmed | Prepared to Respond? Investigating Preservice Teachers’ Perceptions of their Readiness for Culturally Responsive Teaching |
| title_short | Prepared to Respond? Investigating Preservice Teachers’ Perceptions of their Readiness for Culturally Responsive Teaching |
| title_sort | prepared to respond investigating preservice teachers perceptions of their readiness for culturally responsive teaching |
| topic | culturally responsive teaching preservice teachers elementary teacher educators |
| url | https://digitalcommons.georgiasouthern.edu/ij-sotl/vol15/iss1/10 |
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