Soar into STEMed: Examining the Impact of a Service-Learning Internship on a Pre-Service Teacher’s Conceptions of Culturally Responsive Teaching

Abstract

Teachers’ self-efficacy and beliefs about culturally responsive teaching are intricately intertwined with their practice and influence the ways they interact with children and families in and outside the classroom. To understand how participation in a service-learning internship (i.e., Soar into STEMed) focused on promoting science and mathematics content knowledge, self-efficacy, and conceptions about culturally responsive pedagogies, we examined pre- and post-survey responses to the Culturally Responsive Teaching Self-Efficacy (CRTSE) and Culturally Responsive Teaching Expectancy (CRTOE) scales and written reflections for one pre-service teacher, Alexis. The findings indicated that Alexis’ self-efficacy and outcome expectancy beliefs declined across the internship, yet remained relatively high. Alexis’ reflections further indicated an ability to identify and implement responsive teaching practices, though many fell short of being considered culturally responsive. The findings also demonstrated that the CRTSE and CRTOE scales were unable to capture all of the teaching activities that occurred in informal settings. Consequently, this study illustrates that Alexis’ participation alone in the internship was insufficient in growing her conceptions of culturally responsive teaching, and more targeted and directed activities are necessary. Moreover, instruments that can more accurately assess pre-service teachers’ self-efficacy and outcome expectancy beliefs regarding culturally responsive teaching across contexts is needed.