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Teachers’ multicultural attitudes and perspective taking abilities as factors in culturally responsive teaching
BACKGROUND: Culturally responsive teaching (CRT) has been associated with increased student engagement and achievement. Its practice in classrooms, however, has been shown to be less than optimal. Nonetheless, certain teacher qualities have been suggested to facilitate its practice. AIMS: The curren...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
John Wiley and Sons Inc.
2019
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7496989/ https://www.ncbi.nlm.nih.gov/pubmed/31814111 http://dx.doi.org/10.1111/bjep.12328 |
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author | Abacioglu, Ceren Su Volman, Monique Fischer, Agneta H. |
author_facet | Abacioglu, Ceren Su Volman, Monique Fischer, Agneta H. |
author_sort | Abacioglu, Ceren Su |
collection | PubMed |
description | BACKGROUND: Culturally responsive teaching (CRT) has been associated with increased student engagement and achievement. Its practice in classrooms, however, has been shown to be less than optimal. Nonetheless, certain teacher qualities have been suggested to facilitate its practice. AIMS: The current study sought quantitative evidence in support of two of these teacher qualities, namely teachers’ multicultural attitudes, and their perspective taking abilities. By identifying the strength of the suggested relationships, we aimed to examine the generalizability of previous findings in the literature and inform teachers’ professional development and interventions. SAMPLE: A total of 143 primary school teachers from different parts of the Netherlands responded to our online survey. METHODS: We conducted a multivariate multiple regression analysis to investigate the relationship between these qualities and teachers’ engagement in two separate but related components of CRT (i.e., socially sensitive and culturally sensitive teaching). RESULTS: Results of our analysis yielded significant relationships between the two teacher qualities and the frequency with which teachers engage in socially and culturally sensitive teaching. Perspective taking was a stronger predictor for both aspects of CRT. CONCLUSION: These findings signal the significance of incorporating especially perspective taking experiences and exercises into teacher education and professional development programmes, which could benefit all students regardless of their backgrounds. Our results are promising as these qualities are malleable and thus can be improved. |
format | Online Article Text |
id | pubmed-7496989 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2019 |
publisher | John Wiley and Sons Inc. |
record_format | MEDLINE/PubMed |
spelling | pubmed-74969892020-09-25 Teachers’ multicultural attitudes and perspective taking abilities as factors in culturally responsive teaching Abacioglu, Ceren Su Volman, Monique Fischer, Agneta H. Br J Educ Psychol Original Articles BACKGROUND: Culturally responsive teaching (CRT) has been associated with increased student engagement and achievement. Its practice in classrooms, however, has been shown to be less than optimal. Nonetheless, certain teacher qualities have been suggested to facilitate its practice. AIMS: The current study sought quantitative evidence in support of two of these teacher qualities, namely teachers’ multicultural attitudes, and their perspective taking abilities. By identifying the strength of the suggested relationships, we aimed to examine the generalizability of previous findings in the literature and inform teachers’ professional development and interventions. SAMPLE: A total of 143 primary school teachers from different parts of the Netherlands responded to our online survey. METHODS: We conducted a multivariate multiple regression analysis to investigate the relationship between these qualities and teachers’ engagement in two separate but related components of CRT (i.e., socially sensitive and culturally sensitive teaching). RESULTS: Results of our analysis yielded significant relationships between the two teacher qualities and the frequency with which teachers engage in socially and culturally sensitive teaching. Perspective taking was a stronger predictor for both aspects of CRT. CONCLUSION: These findings signal the significance of incorporating especially perspective taking experiences and exercises into teacher education and professional development programmes, which could benefit all students regardless of their backgrounds. Our results are promising as these qualities are malleable and thus can be improved. John Wiley and Sons Inc. 2019-12-09 2020-09 /pmc/articles/PMC7496989/ /pubmed/31814111 http://dx.doi.org/10.1111/bjep.12328 Text en © 2019 The Authors. British Journal of Educational Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society This is an open access article under the terms of the http://creativecommons.org/licenses/by/4.0/ License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited. |
spellingShingle | Original Articles Abacioglu, Ceren Su Volman, Monique Fischer, Agneta H. Teachers’ multicultural attitudes and perspective taking abilities as factors in culturally responsive teaching |
title | Teachers’ multicultural attitudes and perspective taking abilities as factors in culturally responsive teaching |
title_full | Teachers’ multicultural attitudes and perspective taking abilities as factors in culturally responsive teaching |
title_fullStr | Teachers’ multicultural attitudes and perspective taking abilities as factors in culturally responsive teaching |
title_full_unstemmed | Teachers’ multicultural attitudes and perspective taking abilities as factors in culturally responsive teaching |
title_short | Teachers’ multicultural attitudes and perspective taking abilities as factors in culturally responsive teaching |
title_sort | teachers’ multicultural attitudes and perspective taking abilities as factors in culturally responsive teaching |
topic | Original Articles |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7496989/ https://www.ncbi.nlm.nih.gov/pubmed/31814111 http://dx.doi.org/10.1111/bjep.12328 |
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