Challenges to Culturally Responsive Teaching in Physical Education Teacher Education Alumni: A Mixed-Methods Analysis

Abstract

This study examines the culturally responsive teaching self-efficacy of graduates from a Physical Education Teacher Education program focused on social justice issues. We examined barriers to culturally responsive teaching and areas where alumni felt least efficacious. Forty-three graduates of a Physical Education Teacher Education program completed the culturally responsive teaching self-efficacy scale and demographic questions via Qualtrics, and 13 completed a 45- to 60-min interview regarding urban teaching experience. Quantitative data were analyzed using descriptive statistics and comparative data analysis to determine areas of lower self-efficacy. Two major themes emerged from this data: (a) misalignment between expectations and reality and (b) lack of practical experiences with communication. Specific coursework, training, and supports need to be implemented to address the mismatch between participants’ lived experiences and their daily challenges upon induction. Physical Education Teacher Education programs need to critically examine the experiences preservice teachers have interacting and communicating with English language learners and their caregivers prior to induction.