The Dispositions for Culturally Responsive Pedagogy Scale (DCRPS): validación psicométrica y resultados en el profesorado español
DOI:
https://doi.org/10.5944/educxx1.39851Keywords:
culturally responsive education, teacher evaluation, teacher training, multicultural education, validationAbstract
Educational classrooms are a true reflection of increasingly diverse and unequal societies; therefore, teachers require a specific pedagogical disposition towards their students and teaching that ensures greater social justice. This article describes an instrumental study focused on adapting and validating the Disposition for Culturally Responsive Pedagogy Scale (Whitaker and Valtierra, 2018) in the Spanish population. The main goal is to analyze the psychometric characteristics of this scale, which evaluates the disposition towards Culturally Responsive Education (CRE). There are no known or we have not found any specific instruments in Spanish that analyze teachers’ disposition towards this pedagogy. A quantitative methodology using surveys was administered to teachers at various educational levels and regions in Spain (N = 538). Confirmatory factor analysis revealed an optimal fit for a three-factor structure: educational praxis, community, and social justice, after removing two original items. Reliability analysis showed adequate internal consistency, with Cronbach’s Alpha (α = .942) and McDonald’s Omega (ω = .943). Significant differences in dispositions towards CRE were found based on sex, educational level, and specialty, suggesting the importance of considering these variables when evaluating dispositions towards CRE in different educational contexts. In conclusion, the study provides a first valid and reliable tool to assess teachers’ dispositions towards CRE, contributing to more inclusive and equitable education.
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