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Understanding Preservice Special Education Teachers' Culturally Responsive Self-Efficacy: A Mixed Methods Study

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Title: Understanding Preservice Special Education Teachers' Culturally Responsive Self-Efficacy: A Mixed Methods Study
Language: English
Authors: Krystal Lewis-Pratl, Yojanna Cuenca-Carlino, Tara Kaczorowski, Mark Zablocki
Source: Journal of the American Academy of Special Education Professionals. 2025 20(3):117-135.
Availability: American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Preservice Teachers, Special Education Teachers, Culturally Relevant Education, Self Efficacy, Teacher Effectiveness, Student Diversity, Students with Disabilities, English Learners, Minority Group Students
DOI: 10.64546/jaasep.592
ISSN: 2325-7466
Abstract: There have been increases in the culturally and linguistically diverse (CLD) student population over the last two decades; however, these changes have not been realized in the diversification of educators in the field. This sequential explanatory mixed methods study examined preservice special education teachers' (N = 54) culturally responsive self-efficacy beliefs and the factors and experiences that influenced their self-efficacy through semi-structured interviews (n = 8). This study sought to extend the work of Siwatu (2011a) by administering the culturally responsive teaching self-efficacy (CRTSE) scale and modifying it to include the language of disability (Chu & Garcia, 2014). Results indicate special education preservice teachers have moderately high CRTSE for teaching CLD learners with disabilities. Differences and commonalities between high and low self-efficacy groups are discussed.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1493449
Database: ERIC
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  Data: Understanding Preservice Special Education Teachers' Culturally Responsive Self-Efficacy: A Mixed Methods Study
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  Data: <searchLink fieldCode="AR" term="%22Krystal+Lewis-Pratl%22">Krystal Lewis-Pratl</searchLink><br /><searchLink fieldCode="AR" term="%22Yojanna+Cuenca-Carlino%22">Yojanna Cuenca-Carlino</searchLink><br /><searchLink fieldCode="AR" term="%22Tara+Kaczorowski%22">Tara Kaczorowski</searchLink><br /><searchLink fieldCode="AR" term="%22Mark+Zablocki%22">Mark Zablocki</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+the+American+Academy+of+Special+Education+Professionals%22"><i>Journal of the American Academy of Special Education Professionals</i></searchLink>. 2025 20(3):117-135.
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  Data: American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
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  Data: 19
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education+Teachers%22">Special Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Diversity%22">Student Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22English+Learners%22">English Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink>
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  Data: 10.64546/jaasep.592
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  Data: 2325-7466
– Name: Abstract
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  Data: There have been increases in the culturally and linguistically diverse (CLD) student population over the last two decades; however, these changes have not been realized in the diversification of educators in the field. This sequential explanatory mixed methods study examined preservice special education teachers' (N = 54) culturally responsive self-efficacy beliefs and the factors and experiences that influenced their self-efficacy through semi-structured interviews (n = 8). This study sought to extend the work of Siwatu (2011a) by administering the culturally responsive teaching self-efficacy (CRTSE) scale and modifying it to include the language of disability (Chu & Garcia, 2014). Results indicate special education preservice teachers have moderately high CRTSE for teaching CLD learners with disabilities. Differences and commonalities between high and low self-efficacy groups are discussed.
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  Data: 2026
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        Value: 10.64546/jaasep.592
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 117
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Special Education Teachers
        Type: general
      – SubjectFull: Culturally Relevant Education
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Student Diversity
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: English Learners
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      – SubjectFull: Minority Group Students
        Type: general
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      – TitleFull: Understanding Preservice Special Education Teachers' Culturally Responsive Self-Efficacy: A Mixed Methods Study
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            NameFull: Krystal Lewis-Pratl
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            NameFull: Yojanna Cuenca-Carlino
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            NameFull: Tara Kaczorowski
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            NameFull: Mark Zablocki
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              Y: 2025
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