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

Authors

Jamaal R. Young, University of IowaFollow
Jemimah L. Young, University of IowaFollow
Brandon L. Fox, Stephen F Austin State UniversityFollow
Earl R. Levingston Jr., University of North TexasFollow
Alana Tholen, University of IowaFollow

Keywords

Culturally Responsive Teaching, Self-Efficacy, Mathematics Education, Middle Grades, Teacher Preparation

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 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.

DOI

10.15760/nwjte.2019.14.1.3

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

Persistent Identifier

https://archives.pdx.edu/ds/psu/28562

Recommended Citation

Young, Jamaal R.; Young, Jemimah L.; Fox, Brandon L.; Levingston, Earl R. Jr.; and Tholen, Alana (2019) "We Would If We Could: Examining Culturally Responsive Teaching Self-Efficacy in a Middle School Mathematics Methods Course," Northwest Journal of Teacher Education: Vol. 14 : Iss. 1 , Article 3.
DOI: https://doi.org/10.15760/nwjte.2019.14.1.3