Akademik Veri Yönetim Sistemi
European Early Childhood Education Research Association , Bratislava, Slovakya, 25 - 28 Ağustos 2025, ss.217, (Özet Bildiri)
The current study aims to learn about the personal and professional readiness of pre-service teachers for CRP in the context of a teacher education faculty at a state university. There is a lack of practices that provide applicable solutions in educational settings. Ladson-Billings (2021) attributes this to the teacher education program that is insufficient to support real-world application and theory-lacking workshops. Culturally Responsive Pedagogy (CRP) enhances teaching by integrating a combination of knowledge, practices, and attitudes connected to the cultural characteristics, experiences and perspectives of students (Gay, 2002). Effective CRP requires teachers to communicate meaningfully with students from various cultural backgrounds, bridge students’ home and school cultures, and foster an inclusive learning environment (Gunn et al., 2020; Parkhouse et al., 2023). The research utilizes an Explanatory Sequential Mixed Methods Design proposed by Creswell and Plano-Clark (2018). Research data is collected by utilizing the Culturally Responsive Teaching Readiness Scale (α = .92 for personal readiness, α = .87 for professional readiness, α = .90 overall) (Karataş and Oral, 2017). Study includes 290 participants in total (17 pilot study; 273 main study). For the next phase, 54 participants provided their contact information for the qualitative part of the study which is ongoing and nearing completion. This study was approved (0238-ODTUIAEK2024); consent obtained, data anonymized. The result of the quantitative parts identifies overall readiness of teacher candidates for CRP while the qualitative part will be expected to explore influencing factors, challenges, and support mechanism. Findings will guide CRP teacher preparation.