Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Understanding preservice special education teachers’ culturally responsive self-efficacy: A mixed methods study

Krystal Lewis-Pratl, Yojanna Cuenca-Carlino, Tara Kaczorowski, Mark Zablocki
DOI
https://doi.org/10.64546/jaasep.592
Abstract
There have been increases in the culturally and linguistically diverse (CLD) student population over the last two decades; however, these changes have not been realized in the diversification of educators in the field. This sequential explanatory mixed methods study examined preservice special education teachers’ (N = 54) culturally responsive self-efficacy beliefs and the factors and experiences that influenced their self-efficacy through semi-structured interviews (n = 8). This study sought to extend the work of Siwatu (2011a) by administering the culturally responsive teaching self-efficacy (CRTSE) scale and modifying it to include the language of disability (Chu & Garcia, 2014). Results indicate special education preservice teachers have moderately high CRTSE for teaching CLD learners with disabilities. Differences and commonalities between high and low self-efficacy groups are discussed.
Keywords
preservice teachers, special education, culturally responsive, culturally and linguistically diverse, self-efficacy, teacher education programs, mixed methods
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How to Cite
Lewis-Pratl, K., Cuenca-Carlino, Y., Kaczorowski, T., & Zablocki, M. (2025). Understanding preservice special education teachers’ culturally responsive self-efficacy: A mixed methods study. Journal of the American Academy of Special Education Professionals, 20(3), 117-135. https://doi.org/10.64546/jaasep.592
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