ERIC Number: EJ942388
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 72
From Maybe I Can to Yes I Can: Developing Pre-Service and Inservice Teachers' Self-Efficacy to Teach African American Students
Siwatu, Kamau Oginga; Frazier, Paul; Osaghae, Osariemen J.; Starker, Tehia V.
Journal of Negro Education, v80 n3 p209-222 Sum 2011
In this article, the authors describe self-efficacy building activities that practitioners can use in the preparation of teachers who are efficacious in their ability to teach African American students. The general principle underlying these suggested activities is that preparing teachers should entail fostering the development of competence and confidence. Becoming an effective teacher of African American students requires both the acquisition of related skills and the self-efficacy beliefs to put those skills to use, Practitioners are encouraged to explore ways in which these and similar activities can be incorporated into all facets of teacher education.
Descriptors: African American Students, Self Efficacy, Preservice Teachers, Teacher Education, Teacher Effectiveness, Teacher Attitudes, Skill Development, Cultural Awareness, Culturally Relevant Education, Intervention, Teaching Experience
Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: firstname.lastname@example.org; Web site: http://www.journalnegroed.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A