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Predicting Preservice Teachers' Culturally Responsive Teaching Outcome Expectations

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Bibliographic Details
Title: Predicting Preservice Teachers' Culturally Responsive Teaching Outcome Expectations
Language: English
Authors: Matthew White (ORCID 0009-0005-8116-5118), Jessica Herring Watson (ORCID 0000-0001-5393-389X), Donna Wake (ORCID 0000-0003-2299-4934)
Source: Teacher Educator. 2025 60(3):415-431.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Prediction, Preservice Teachers, Culturally Relevant Education, Schools of Education, Influences, Majors (Students), Course Descriptions, Teacher Education Programs, Preservice Teacher Education, Diversity, Undergraduate Students, Graduate Students, Predictor Variables, Public Colleges
DOI: 10.1080/08878730.2025.2451827
ISSN: 0887-8730
Abstract: This predictive correlational study examined to what extent, if at all, programmatic factors (i.e., course completion, classification, and program of study) predict preservice teachers' culturally responsive teaching outcome expectations (CRTOE). A survey was distributed to preservice teachers (n = 249) enrolled in a college of education at a midsize, public teaching university in the southeastern United States. The findings of this study indicated that in addition to a program-deep and program-wide approach to embedding culturally responsive teaching practices in teacher education, a stand-alone anchor course that focuses on diversity and culturally responsive teaching practices is predictive of preservice teachers' CRTOE and can be beneficial in preparing preservice teachers to serve diverse populations of students in their future classrooms.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1496035
Database: ERIC
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Abstract:This predictive correlational study examined to what extent, if at all, programmatic factors (i.e., course completion, classification, and program of study) predict preservice teachers' culturally responsive teaching outcome expectations (CRTOE). A survey was distributed to preservice teachers (n = 249) enrolled in a college of education at a midsize, public teaching university in the southeastern United States. The findings of this study indicated that in addition to a program-deep and program-wide approach to embedding culturally responsive teaching practices in teacher education, a stand-alone anchor course that focuses on diversity and culturally responsive teaching practices is predictive of preservice teachers' CRTOE and can be beneficial in preparing preservice teachers to serve diverse populations of students in their future classrooms.
ISSN:0887-8730
DOI:10.1080/08878730.2025.2451827