The experiences shaping culturally responsive teaching self-efficacy among pre-service special education teachers: Implications for teacher education

Existing knowledge on how special education teachers develop Culturally Responsive Teaching (CRT) self-efficacy remains limited and largely based on quantitative research. This qualitative study, grounded in a constructivist lens, explores the experiences that shape CRT self-efficacy among pre-service special education teachers. Semi-structured interviews were conducted with 32 participants from Türkiye enrolled in a special education program in North Cyprus. Thematic analysis revealed low CRT self-efficacy, shaped by mastery and vicarious experiences with CRT practices, as well as personal encounters with diversity. Findings highlight the need for structured support to strengthen pre-service teachers’ CRT self-efficacy. Implications were offered for teacher education.