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ERIC Number: EJ1044463
Record Type: Journal
Publication Date: 2014-Nov
Pages: 11
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0036-6803
Exploring the Relationship between Teaching Efficacy and Cultural Efficacy of Novice Science Teachers in High-Needs Schools
Moseley, Christine; Bilica, Kimberly; Wandless, Ana; Gdovin, Ralph
School Science and Mathematics, v114 n7 p315-325 Nov 2014
This qualitative case study sought to investigate what relationship exists between teaching efficacy and cultural efficacy of novice science teachers in high-needs, high-minority urban schools. One major theme--the importance of establishing positive teacher-student relationships--surrounding teaching efficacy in the context of cultural efficacy emerged. The data sources included: (a) teachers' responses to a focus group interview conducted at the end of their first year, (b) written reports and documentation from university-based field supervisors' observations during the teachers' first year, and (c) teachers' self-reported responses on the Science Teaching Efficacy Belief Instrument designed to measure science teaching efficacy. Final analysis of the data reflects a strong relationship between teaching efficacy and practice within the context of culture. The results of this study also indicated an existing relationship between teaching efficacy and cultural efficacy through cultural connections with students. Encouraging the development of teacher efficacy in the context of cultural efficacy becomes important at all levels of teacher preparation, especially to ensure the retention of high-quality science teachers in high-needs schools.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A