Culturally responsive teaching: beliefs of pre-service teachers in the Viennese context

Figures & data

Table 1. Descriptive statistics for the rating scale (N = 453)

Perceived Readiness for	M	SD
Preventing stereotyping and prejudice of students	3.49	1.02
Creating awareness and respect for cultural diversity	3.28	1.06
Building cooperation, rapport btw students from diverse cultures	3.23	.99
Including various cultures in lesson planning	3.21	1.05
Designing materials including diverse cultures in the classroom	3.00	1.06
Managing conflicts that result from cultural diversity	2.92	.98
Creating awareness and respect for multilingualism	2.75	1.01

Table 2. One-way ANOVA summary for teacher education institution (N = 269)

Source	SS	Df	MS		F
Between groups	1,392	2	.696		1.807*
Within groups	102,477	266	.385
Total	103,869	268

*p > .05

Table 3. Qualitative findings

Strengths about Traits and Professional Skills	f
Openness to other cultures	99
Interest in other cultures	63
Early-life experiences	57
Patience	52
Tolerance	49
Not prejudiced	44
Inclusive teaching	41
Pedagogical tact	38
Conflict management	32
Need for Multicultural Pedagogy	f
Knowledge of other cultures	154
Knowledge of other languages	104
Knowledge on the background of own students	54
Classroom management skills	131
More training on multicultural teaching	67
More experience in multicultural classrooms	32
Challenges and Rewards	f
Language problems	193
Cultural challenges	168
Conflicts	148
Getting to know other cultures	112
Interesting teaching experience	34
Suggestions	f
Courses on multicultural teaching	86
Teaching experience in culturally diverse classrooms	74
Information on other cultures	61
Discussion about cultural diversity	50
Coping strategies	54
More teacher educators with migration background	20