The Readiness of Prospective Teachers for Culturally Responsive Teaching

Autor/in	Özüdogru, Fatma
Titel	The Readiness of Prospective Teachers for Culturally Responsive Teaching
Quelle	In: Acta Didactica Napocensia, 11 (2018) 3-4, S.1-12 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2065-1430
Schlagwörter	Preservice Teachers; Readiness; Culturally Relevant Education; Gender Differences; Student Attitudes; Teacher Competencies; Teacher Qualifications; Social Justice; Cultural Awareness; Intellectual Disciplines; Self Efficacy; Student Diversity; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Schülerverhalten; Lehrkunst; Lehrqualifikation; Soziale Gerechtigkeit; Cultural identity; Kulturelle Identität; Geisteswissenschaften; Self-efficacy; Selbstwirksamkeit; Ausland; Türkei
Abstract	The aim of this study is to determine the readiness level of prospective teachers for culturally responsive teaching and explore students' opinions about culturally responsive teaching and the impact of undergraduate education on their culturally responsive teaching readiness. This research employed a mixed method research design. The study group consisted of a total of 403 prospective teachers who were studying in their final year of different teaching departments at a Turkish state university in the spring semester of 2017-2018 education year. The data were collected via Cultural Responsive Teaching Readiness Scale developed by Karatas & Oral (2017) and semi-structured interviews. The scale, which consists of 21 items, has two-factors which are 'Personal Readiness' and 'Professional Readiness'. In this study, the quantitative data were analyzed through both descriptive and inferential statistics and the qualitative data were analyzed through descriptive analysis. The research findings revealed that prospective teachers felt highly ready for culturally responsive teaching. While 'gender' did not have an impact on their readiness, 'department' variable had an impact on their readiness. Besides, it was unearthed that their personal readiness was significantly higher than their professional readiness. This study also concluded that undergraduate education lacked practice in terms of preparing prospective teachers for culturally responsive teaching. (As Provided).
Anmerkungen	Babes-Bolyai University. Kogainiceanu 1, Cluj-Napoca, 400084 Romania. e-mail: submit_adn@yahoo.com; Web site: http://adn.teaching.ro
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01