Although research has identified culturally responsive pedagogy (CRP) as vitally important for educators in today’s increasingly diverse classrooms, few studies exist to explore the development of both pre- and in-service teachers’ knowledge about and self efficacy for CRP. This mixed methods study examined pre- and in-service teachers’ perceptions of CRP as well as their CRP self-efficacy. Both pre-service and in-service teachers participated in professional development aimed at improved knowledge and self-efficacy for CRP. Dependent-samples t-tests revealed positive and statistically significant changes in participants’ CRP self-efficacy. Qualitative analyses demonstrated participants worked to better understand their core values (know why they teach), identified a need to better understand their students (respect who they teach), and recognized high expectations for all students as a core principle of CRP
