Facilitating culturally responsive teaching in PETE alumni: a mixed methods analysis

ABSTRACT

This study examines the culturally responsive teaching self-efficacy (CRTSE) of graduates from an undergraduate Physical Education Teacher Education (PETE) program focused on social justice issues. We examined experiences that facilitated CRT and the areas alumni felt most efficacious. Graduates (n = 43) of a PETE program completed the CRTSE Scale via Qualtrics, and 13 with urban teaching experience completed 45–60 min interviews. Data was analysed using descriptive statistics, comparative data analysis, and reflexive thematic analysis [Braun, V., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. Sage]. Two major themes were identified from the data: (1) positive clinical experiences within urban schools, and (2) the ability to build relationships within their school communities through respect and trust. Future considerations for clinical experiences, as well as opportunities for teacher candidates to confront their own biases are discussed. As schools become increasingly diverse, PETE programs need to consistently review and revise curricula and experiences to meet culturally diverse students’ needs.

KEYWORDS:

• Culturally responsive teaching
• teacher preparation
• social justice
• culturally diverse students

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Sara Barnard Flory

Sara Barnard Flory is an Associate Professor in the Physical Education Teacher Education program in the College of Education at University of South Florida. Her research interests centre inclusivity, equity, diversity and other social justice issues in physical education and physical activity. Specifically, Sara focuses on preparing teachers for diverse school settings, and establishing physical education settings that are inclusive and relevant for all students and teachers, including cultural diversity, language diversity, immigrant and refugee populations, and LGBTQ+ populations.

Craig Nieman

Craig Nieman is a Visiting Assistant Instructor in Physical Education and doctoral student in Curriculum and Instruction with a concentration in Teacher Education at the University of South Florida. His research is focused on preparing future physical education teachers for culturally diverse school settings.

Rebecca C. Wylie

Rebecca C. Wylie is an Adjunct Instructor for the University of South Florida's Physical Education Teacher Education program. She is also an active member of SHAPE Colorado where she sits on the Advocacy Committee. Her current research examines the motivation of individuals to become physical educators, with a focus on diverse populations.