Exploring the Intersection of Ethical Pedagogy and Culturally Responsive Teaching in Teacher Education in Dehradun District

Abstract

This quantitative study investigates the relationship between ethical pedagogy and culturally responsive teaching (CRT) among teacher-educators in the district of Dehradun, India. A sample of 100 teacher-education faculty and in-service teacher-educators were surveyed using validated self-report instruments measuring attitudes and practices of ethical pedagogy as well as the extent of culturally responsive teaching orientation. Statistical analyses (descriptive statistics, Pearson correlation and multiple regression) were conducted to explore: (1) the level of ethical‐pedagogical orientation among participants, (2) the level of culturally responsive teaching practices, (3) the association between ethical pedagogy and CRT and (4) the predictive power of ethical pedagogy for CRT practices when controlling for demographic factors (years of experience, gender, type of institution). The findings indicate that teacher-educators in Dehradun district report moderate to high levels of ethical-pedagogical orientation and moderately high levels of CRT practices. Pearson correlation results show a significant positive relationship between ethical-pedagogical orientation and CRT practices (r = .45, p < .01). In the multiple regression model, ethical pedagogy significantly predicted culturally responsive teaching (β = .38, p < .001) after controlling for demographic covariates, which together accounted for 29 % of the variance in CRT. Implications for teacher-education programmes include the need to integrate ethical-pedagogical training explicitly with culturally responsive frameworks, and policy-makers and institutions must align teacher-preparation curricula to foster both moral/ethical and culturally responsive competencies