Promoting awareness and self-efficacy for culturally responsive teaching of pre-service teachers through the identity project : a mixed methods study

Abstract

Culturally Responsive Teaching (CRT) provides a framework for teachers to include students’ ethnic-cultural identities in class, aiming to tackle issues of educational and societal inequity. This quasi-experimental mixed methods intervention study tested whether pre-service teachers attending a seminar based on an ethnic-cultural identity school intervention, the Identity Project, would show greater CRT self-efficacy and more positive beliefs about teaching in ethnic-culturally diverse classes, compared to a control group. Repeated measures ANCOVAs of survey data from 606 pre-service teachers in Germany indicated a stronger T1-T2 increase in confidence for interacting with ethnic-culturally diverse students and engaging in culture- and ethnic-related conversations in the intervention group. No significant time-by-group interactions emerged for other CRT facets. A content analysis of brief texts of pre-service teachers in the intervention group revealed they became more self-reflective about their own beliefs, learned about CRT practices for their own teaching, and gained confidence for including issues of ethnicity and culture in class. Yet, the complexity of ethnic-cultural diversity-related topics left some pre-service teachers feeling overwhelmed about how to adequately address ethnic-cultural diversity in the classroom. Overall, the Identity Project seminar raised pre-service teachers’ awareness and self-efficacy for engaging in CRT in the future.