Scaling Culturally Responsive Teacher Characteristics with Ranking Judgments

Abstract

The emergence of an understanding of culturally responsive teaching has established new roles for teachers, and it has become important for teachers to take a role that integrates cultural differences in the teaching environment by stepping out of traditional roles. It is thought that it is important to reveal the characteristics of culturally responsive teachers and their importance in the teaching process. The research aimed to identify the characteristics of teachers within the framework of practices culturally responsive teaching. The research consists of three phases. In the first and second stages, teacher characteristics were investigated within the framework of culturally responsive teaching practices, and in the third stage, these characteristics were compared with scaling methods based on ranking judgments. Data from the study was collected from 266 teachers who served in public schools during the 2019-2020 school year. Data obtained in the study was analyzed by the scaling method with sorting judgments. As a result of the findings, being democratic in the life of culturally responsive teachers, thinking that students are different, being patient in the education and training process, knowing the student's past life, having an innovative perspective, giving importance to professional development, tending to live a loving life, it has been seen that they are listed as not being prejudiced, having universal values and being understanding towards the people around them. It has been proposed that the characteristics determined within the scope of the results obtained in the study should be acquired by teachers through in-service training, by the curriculum in teacher candidates and that teachers should be aware of practices culturally responsive teaching.