In the training of future primary school teachers, it is increasingly crucial to emphasize perceived self-efficacy, understood as the confidence in one’s ability to competently handle tasks, situations, and aspects of professional practice (Bandura, 1997). Self-efficacy not only affects teachers' personal motivation but also influences the effectiveness of the teaching strategies they adopt. The literature highlights the decisive role of perceived self-efficacy in shaping teaching and learning practices (Tschannen-Moran et al., 1998), influencing classroom management, lesson delivery methods, and the ability to motivate students. It thus represents a fundamental element in ensuring high-quality teaching. To foster the development of self-efficacy, teacher training programs must focus on identifying and addressing the specific needs and aspirations of future educators. This requires a thorough analysis of the areas in which they seek to improve their competencies, providing them with the tools to design and implement personalized instruction that meets the diverse learning needs of students. The importance of targeted preparation becomes even more evident in multicultural classrooms, which present unique challenges due to their heterogeneity. Despite the solid theoretical foundations provided by contemporary teacher training programs, there is an increasing demand among teachers for more practical and experiential learning opportunities (Colombo, 2013). Many teachers face challenges in applying culturally responsive teaching (CRT) approaches (Gay, 2013; Siwatu, 2007), which require specific skills to effectively manage cultural diversity in the classroom. CRT not only promotes inclusivity but also encourages the recognition and appreciation of all students' cultural backgrounds, contributing to a sense of belonging and active engagement. This study adopts a mixed-methods approach, combining qualitative and quantitative data collection through a simultaneous triangulation design (Trinchero & Robasto, 2019), to investigate how well future teachers feel prepared to work in multicultural school settings and to develop effective teaching proposals. One of the main tools currently being validated is the Culturally Responsive Teaching Self-Efficacy Scale (Siwatu, 2007), a reliable instrument designed to measure teachers’ confidence in implementing CRT practices. Preliminary results suggest that teacher training programs often fail to provide future educators with the tools and strategies necessary to address the learning needs of students from migrant backgrounds. Many participants reported gaps in their practical training, especially in applying culturally responsive methods in real-world situations. Future teachers expressed a desire for more focused workshops, field experiences, and mentoring opportunities to enhance their ability to create inclusive learning environments. Addressing these gaps is crucial to ensure that educators are adequately prepared to navigate the complexities of contemporary classrooms. This research aims to provide actionable insights to improve teacher training programs, aligning them with the realities of multicultural education. By promoting higher levels of self-efficacy and cultural competence among future teachers, these programs can support more inclusive and effective teaching practices, benefiting all students in increasingly heterogeneous educational contexts.

Keywords: Culturally responsive teaching, self-efficacy, multicultural teacher training, multicultural school contexts.