Examining Preservice Teachers' Culturally Responsive Teaching Self-Efficacy Doubts
| Autor: | Haeni Alecia Young, Kamau Oginga Siwatu, Angela Ybarra Alejandro, Steven R. Chesnut |
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| Rok vydání: | 2016 |
| Předmět: |
Self-efficacy
Semi-structured interview Teaching method media_common.quotation_subject education 05 social sciences Perspective (graphical) 050301 education behavioral disciplines and activities Teacher education Education Pedagogy 0501 psychology and cognitive sciences Psychology 0503 education Cultural competence 050104 developmental & child psychology Qualitative research Diversity (politics) media_common |
| Zdroj: | The Teacher Educator. 51:277-296 |
| ISSN: | 1938-8101 0887-8730 |
| DOI: | 10.1080/08878730.2016.1192709 |
| Popis: | This study was designed to add to the research on teachers' self-efficacy beliefs by examining preservice teachers' culturally responsive teaching self-efficacy doubts. We examined the tasks that preservice teachers felt least efficacious to successfully execute and explored the reasoning behind these self-efficacy doubts. Consequently, we were able to go beyond the quantitative results to generate a comprehensive understanding of these self-efficacy doubts. Preservice teachers recognized the value and utility of culturally responsive classroom practices, yet doubted their ability to successfully implement them (i.e., agent–means perspective). These self-efficacy doubts stemmed from a general lack of knowledge regarding student diversity and culturally responsive pedagogy and experiences observing and working in diverse educational settings. We believe that our study confirms that relying on item-specific scores on teacher self-efficacy measures does not provide the guidance needed for designing intervent... |
| Databáze: | OpenAIRE |
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