Conditions for culturally responsive teaching among in-service and pre-service teachters

Abstract

With growing cultural diversity in German schools, teachers face rising demands to meet all students’ needs. Culturally Responsive Teaching (CRT) provides a framework to investigate intraindividual processes of pre-service and in-service teachers. Key components are critical reflection, diversity-related attitudes and beliefs, and CRT self-efficacy. This dissertation investigates how contextual conditions, and psychological interventions relate to these components. Three studies were conducted: 1) a quantitative study on contextual conditions, diversity-related attitudes, and CRT efficacy among in-service teachers; 2) a qualitative, quasi-experimental study on critical reflection, cultural diversity beliefs, and CRT efficacy among pre-service teachers; 3) a qualitative study using grounded theory on intraindividual processes of White pre-service teachers’ cultural diversity beliefs. Findings highlight school climate, school composition, and the Identity Project as conditions for CRT.