Abstract

This mixed methods pilot study examined self-efficacy and confidence of preservice and inservice educators regarding Culturally Responsive Teaching. Quantitative data, collected through the Culturally Responsive Teaching Self-Efficacy Scale (CRTSES), informed qualitative data, which were collected through interviews with participants. Interviews examined components of CRTSES which participants self-rated least confident.

Keywords: preservice educators, Culturally Responsive Teaching, self-efficacy

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