Culturally responsive teaching: Beliefs of pre-service teachers in the Viennese context

Seyda Subasi Singh (Corresponding author), Hanife Akar

Publications: Contribution to journalArticlePeer Reviewed


This study aims to contribute to the discussion of culturally responsive teacher education by asking pre-service teachers’ beliefs about their readiness, strengths and needs to teach in culturally diverse classrooms. Participants were pre-service teachers (N = 453) studying in three different teacher education institutions in Vienna via a questionnaire including both open-ended and close-ended questions as the data collection instrument. Quantitative findings show that pre-serviceteachers holda fair level ofreadiness in several skills for responding to culturally diverse classrooms, while qualitative findings present the pre-service teachers’ deep trust in their characteristics and their personal attitude to cultural diversity as their strengths. Findings also show that pre-service teachers are challenged with two issues: anxiety about their own poor cross-cultural knowledge and their prospective students’ poor language skills. The study also reaches the suggestions of pre-service teachers to teacher education programs about how to become more culturally responsive.
Original languageEnglish
Pages (from-to)46-61
Number of pages16
JournalIntercultural Education
Issue number1
Early online date3 Feb 2021
Publication statusPublished - 2021

Austrian Fields of Science 2012

  • 503032 Teaching and learning research


  • Multicultural education
  • culturally responsive teaching
  • multicultural teacher education
  • pre-service teacher beliefs
  • pre-service teacher education


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