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


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Subasi Singh S., Akar H.

Intercultural Education, cilt.32, sa.1, ss.1-17, 2021 (ESCI İndekslerine Giren Dergi)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 32 Konu: 1
  • Basım Tarihi: 2021
  • Doi Numarası: 10.1080/14675986.2020.1844533
  • Dergi Adı: Intercultural Education
  • Sayfa Sayıları: ss.1-17

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 preservice 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.