The Dispositions for Culturally Responsive Pedagogy Scale (DCRPS): psychometric validation and results among spanish teachers
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| Format: | Artículo científico |
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Universidad Nacional de Educación a Distancia
2025
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| _version_ | 1876423585317257216 |
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| author | Ángel Llorente-Villasante |
| author_facet | Ángel Llorente-Villasante |
| contents | The Dispositions for Culturally Responsive Pedagogy Scale (DCRPS): psychometric validation and results among spanish teachers Ángel Llorente-Villasante Martha Lucía Orozco Gómez Educación validation teacher training teacher evaluation multicultural education Culturally responsive education Educational classrooms are a true reflection of increasingly diverse and unequal societies. Teachers therefore require specific pedagogical dispositions towards their students and their teaching that ensure greater social justice. In this paper, an instrumental study is described that is focused on the adaptation of the Dispositions for Culturally Responsive Pedagogy Scale (Whitaker & Valtierra, 2018) to the Spanish population and its validation. The main goal is to analyze the psychometric characteristics of the scale, which is used to evaluate the disposition towards Culturally Responsive Education (CRE). No specific instruments have been found and none are known in Spanish for the analysis of attitudes and beliefs towards CRE. A quantitative methodology was applied through the administration of surveys to teachers at various educational levels and regions in Spain (N = 538). Confirmatory factor analysis revealed an optimal fit, after removing two original items, for a three-factor structure: educational praxis, community, and social justice. The reliability analysis showed adequate internal consistency, according to both Cronbach’s Alpha (α = .942) and McDonald’s Omega (ω = .943). Significant differences between dispositions towards CRE were found based on sex, educational level, and specialty, suggesting the importance of considering those variables when evaluating dispositions towards CRE in different educational contexts. In conclusion, a first valid and reliable tool to assess teachers’ dispositions towards CRE is provided in this study, contributing to more inclusive and equitable education. 2025 artículo científico 1139-613X https://www.redalyc.org/articulo.oa?id=70681774014 https://www.redalyc.org/journal/706/70681774014/ https://www.redalyc.org/journal/706/70681774014/html/ https://www.redalyc.org/journal/706/70681774014/70681774014.epub https://www.redalyc.org/journal/706/70681774014/movil 10.5944/educxx1.39851 en http://www.redalyc.org/revista.oa?id=706 Educación XX1 application/pdf Universidad Nacional de Educación a Distancia Educación XX1 (España) Num.1 Vol.28 |
| format | Artículo científico |
| id | redalyc_70681774014 |
| institution | Redalyc |
| language | en |
| publishDate | 2025 |
| publisher | Universidad Nacional de Educación a Distancia |
| spellingShingle | The Dispositions for Culturally Responsive Pedagogy Scale (DCRPS): psychometric validation and results among spanish teachers Ángel Llorente-Villasante Educación validation teacher training teacher evaluation multicultural education Culturally responsive education The Dispositions for Culturally Responsive Pedagogy Scale (DCRPS): psychometric validation and results among spanish teachers Ángel Llorente-Villasante Martha Lucía Orozco Gómez Educación validation teacher training teacher evaluation multicultural education Culturally responsive education Educational classrooms are a true reflection of increasingly diverse and unequal societies. Teachers therefore require specific pedagogical dispositions towards their students and their teaching that ensure greater social justice. In this paper, an instrumental study is described that is focused on the adaptation of the Dispositions for Culturally Responsive Pedagogy Scale (Whitaker & Valtierra, 2018) to the Spanish population and its validation. The main goal is to analyze the psychometric characteristics of the scale, which is used to evaluate the disposition towards Culturally Responsive Education (CRE). No specific instruments have been found and none are known in Spanish for the analysis of attitudes and beliefs towards CRE. A quantitative methodology was applied through the administration of surveys to teachers at various educational levels and regions in Spain (N = 538). Confirmatory factor analysis revealed an optimal fit, after removing two original items, for a three-factor structure: educational praxis, community, and social justice. The reliability analysis showed adequate internal consistency, according to both Cronbach’s Alpha (α = .942) and McDonald’s Omega (ω = .943). Significant differences between dispositions towards CRE were found based on sex, educational level, and specialty, suggesting the importance of considering those variables when evaluating dispositions towards CRE in different educational contexts. In conclusion, a first valid and reliable tool to assess teachers’ dispositions towards CRE is provided in this study, contributing to more inclusive and equitable education. 2025 artículo científico 1139-613X https://www.redalyc.org/articulo.oa?id=70681774014 https://www.redalyc.org/journal/706/70681774014/ https://www.redalyc.org/journal/706/70681774014/html/ https://www.redalyc.org/journal/706/70681774014/70681774014.epub https://www.redalyc.org/journal/706/70681774014/movil 10.5944/educxx1.39851 en http://www.redalyc.org/revista.oa?id=706 Educación XX1 application/pdf Universidad Nacional de Educación a Distancia Educación XX1 (España) Num.1 Vol.28 |
| title | The Dispositions for Culturally Responsive Pedagogy Scale (DCRPS): psychometric validation and results among spanish teachers |
| topic | Educación validation teacher training teacher evaluation multicultural education Culturally responsive education |
| url | https://www.redalyc.org/articulo.oa?id=70681774014 https://www.redalyc.org/journal/706/70681774014/ https://www.redalyc.org/journal/706/70681774014/html/ https://www.redalyc.org/journal/706/70681774014/70681774014.epub https://www.redalyc.org/journal/706/70681774014/movil |