Culturally responsive teaching: beliefs of pre-service teachers in the Viennese context

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Singh S. S., AKAR H.

INTERCULTURAL EDUCATION, cilt.32, sa.1, ss.46-61, 2021 (ESCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 32 Sayı: 1
  • Basım Tarihi: 2021
  • Doi Numarası: 10.1080/14675986.2020.1844533
  • Dergi Adı: INTERCULTURAL EDUCATION
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, Academic Search Premier, ASSIA, IBZ Online, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, MLA - Modern Language Association Database, Public Affairs Index
  • Sayfa Sayıları: ss.46-61
  • Anahtar Kelimeler: Multicultural education, multicultural teacher education, pre-service teacher education, culturally responsive teaching, pre-service teacher beliefs
  • Orta Doğu Teknik Üniversitesi Adresli: Evet

Özet

This study aims to contribute to the discussion of culturally responsive teacher education by asking pre-service teachers' beliefs about their readiness, strengths and needs to teach in culturally diverse classrooms. Participants were pre-service teachers (N = 453) studying in three different teacher education institutions in Vienna via a questionnaire including both open-ended and close-ended questions as the data collection instrument. Quantitative findings show that pre-serviceteachers holda fair level ofreadiness in several skills for responding to culturally diverse classrooms, while qualitative findings present the pre-service teachers' deep trust in their characteristics and their personal attitude to cultural diversity as their strengths. Findings also show that pre-service teachers are challenged with two issues: anxiety about their own poor cross-cultural knowledge and their prospective students' poor language skills. The study also reaches the suggestions of pre-service teachers to teacher education programs about how to become more culturally responsive.