Examining Pre-Service Teachers' Perspectives on Culturally Responsive Education Using Q Methodology

Abstract

With globalization and migration, there is a rapid increase in cultural diversity in schools. Therefore, pre-service teachers' awareness, knowledge, and skills about cultural responsiveness and how to reflect them in the classroom environment have become important issues. This study aimed to explore the impact of a culturally responsive education course on pre-service teachers' views on culturally responsive education through Q methodology. The data collection tool utilized in the study was the "Q Set Statements on Culturally Responsive Education" grouped by the researchers under the sub-themes of awareness, knowledge, skills, and pedagogy. Data from the study group consisting of 39 volunteer pre-service teachers who took the culturally responsive education course were obtained through the HtmlQ program. Using the quantitative data obtained from the factor analysis and the qualitative data obtained from the semi-structured interviews, it was revealed that the pre-service teachers had three different subjective views on the effects of the culturally responsive education they participated in (a) Knowledge-Based Development (b) Awareness-Based Development and (c) Pedagogical Skills-Based Development. The results of the study point to valuable recommendations for culturally responsive teacher educators, pre-service teachers, and the Turkish education system.