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ERIC Number: EJ1113325
Record Type: Journal
Publication Date: 2016
Pages: 20
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: ISSN-0887-8730
Examining Preservice Teachers' Culturally Responsive Teaching Self-Efficacy Doubts
Siwatu, Kamau Oginga; Chesnut, Steven Randall; Alejandro, Angela Ybarra; Young, Haeni Alecia
Teacher Educator, v51 n4 p277-296 2016
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 interventions that are responsive to preservice teachers' self-efficacy doubts and the reasons behind these doubts. However, by combining these scores with participants' rationales, self-efficacy data can become immensely valuable to teacher educators. The implications for culturally responsive teacher education are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A