Abstract:

The aim of this research is to develop a measurement instrument that will determine the cultural responsive teaching readiness level of teacher candidates. The study group consisted of a total of 231 candidate teachers, of which 83 were males and 148 were females, who were attending their final year of class teacher education programs at various Turkish universities during the 2016-2017 education year. In the first phase, a 33-item draft form was presented to experts to be reviewed. Based on the feedback received, revisions were made and the final scale was applied to a group of 231 candidate teachers. In the analysis of the data obtained as the result of the application, Exploratory Factor Analysis (EFA) was performed. The EFA produced 21 items within a two-factor structure as, “Personal Readiness” and “Professional Readiness.” It was observed that the subfactors were components of the “cultural responsive teaching readiness” dimension, and that the goodness of fit measures obtained as a result of the First and Second Level Confirmatory Factor Analyzes (CFA) were high. In addition, reliability coefficients were found to be high as a result of reliability measurements. With the help of these findings, this study concludes that the Cultural Responsive Teaching Readiness scale is both valid and reliable

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