Abstract
Prior research fails to support the future implementation of culturally responsive teaching. We argue that imparting culturally responsive teaching practices in the curriculum is insufficient and that preservice teacher education should instead look to support the implementation of these practices in subsequent teaching. The purpose of this literature synthesis was to characterize preservice teachers’ culturally responsive teaching self-efficacy. Thus, the researchers focused on estimating normative scores for preservice teachers by calculating and comparing mean point estimates and 95% confidence intervals for the culturally responsive teaching self-efficacy (CRTSE) scale strength indices across studies. A total of 14 independent studies representing N = 1,026 preservice teachers and 21 independent measures of CRTSE were included in this literature synthesis. Preservice teacher mean scores on the CRTSE scale were characterized by visual interpretation of plots of the 95% confidence intervals. Based on the results, teacher educators can expect the average preservice teacher to be 70–83% certain of their ability to implement culturally responsive teaching. The data also indicate that CRTSE differs across preservice teacher specialization. Finally, the data also suggest that the representation of preservice teachers of color impacts the CRTSE score confidence intervals. Implications for teacher education, preservice teacher recruitment, and culturally responsive teaching are provided.
Intercultural Music Teacher Education in Israel: Reimagining Religious Segregation Through Culturally Responsive Teaching
