The experiences shaping culturally responsive teaching self-efficacy among pre-service special education teachers: Implications for teacher education

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dc.contributor.authorBayrakli, Hatice
dc.date.accessioned2026-02-06T18:43:05Z
dc.date.issued2026
dc.departmentDoğu Akdeniz Üniversitesi
dc.description.abstractExisting knowledge on how special education teachers develop Culturally Responsive Teaching (CRT) self-efficacy remains limited and largely based on quantitative research. This qualitative study, grounded in a constructivist lens, explores the experiences that shape CRT self-efficacy among pre-service special education teachers. Semi-structured interviews were conducted with 32 participants from T & uuml;rkiye enrolled in a special education program in North Cyprus. Thematic analysis revealed low CRT self-efficacy, shaped by mastery and vicarious experiences with CRT practices, as well as personal encounters with diversity. Findings highlight the need for structured support to strengthen pre-service teachers' CRT self-efficacy. Implications were offered for teacher education.
dc.identifier.doi10.1016/j.tate.2025.105292
dc.identifier.issn0742-051X
dc.identifier.issn1879-2480
dc.identifier.orcid0000-0001-6917-4146
dc.identifier.scopus2-s2.0-105020811969
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1016/j.tate.2025.105292
dc.identifier.urihttps://hdl.handle.net/11129/13455
dc.identifier.volume169
dc.identifier.wosWOS:001614350000001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherPergamon-Elsevier Science Ltd
dc.relation.ispartofTeaching and Teacher Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WoS_20260204
dc.subjectCulturally responsive teaching
dc.subjectCulturally and linguistically diverse children
dc.subjectTeacher self-efficacy
dc.subjectPre-service special education teachers
dc.subjectTeacher education
dc.titleThe experiences shaping culturally responsive teaching self-efficacy among pre-service special education teachers: Implications for teacher education
dc.typeArticle

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