摘要：The aim of this study is to determine the readiness level of prospective teachers for
culturally responsive teaching and explore students’ opinions about culturally responsive teaching
and the impact of undergraduate education on their culturally responsive teaching readiness. This
research employed a mixed method research design. The study group consisted of a total of 403
prospective teachers who were studying in their final year of different teaching departments at a
Turkish state university in the spring semester of 2017-2018 education year. The data were
collected via Cultural Responsive Teaching Readiness Scale developed by Karatas & Oral (2017)
and semi-structured interviews. The scale, which consists of 21 items, has two-factors which are
‘Personal Readiness’ and ‘Professional Readiness’. In this study, the quantitative data were
analyzed through both descriptive and inferential statistics and the qualitative data were analyzed
through descriptive analysis. The research findings revealed that prospective teachers felt highly
ready for culturally responsive teaching. While ‘gender’ did not have an impact on their readiness,
‘department’ variable had an impact on their readiness. Besides, it was unearthed that their
personal readiness was significantly higher than their professional readiness. This study also
concluded that undergraduate education lacked practice in terms of preparing prospective teachers
for culturally responsive teaching.
