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ERIC Number: EJ959535
Record Type: Journal
Publication Date: 2012
Pages: 7
Abstractor: As Provided
Reference Count: 17
ISBN: N/A
ISSN: ISSN-1068-1752
Foundational Field Experiences: A Window into Preservice Teachers' Cultural Consciousness and Self-Efficacy for Teaching Diverse Learners
Lastrapes, Wanda; Negishi, Meiko
SRATE Journal, v21 n1 p37-43 Win 2011-2012
This study examined preservice teachers' cultural consciousness and self-efficacy while tutoring diverse students during an initial urban field experience. The 46 participants, enrolled in an introduction to diversity course, completed an 18-hour tutoring requirement in elementary and secondary schools. Paired-sample t-tests yielded statistically significant differences on cultural consciousness and self-efficacy scales, p less than 0.05. Qualitative analysis indicated the participants began to develop perspective-taking abilities beyond their own and to critically examine teachers' pedagogical behaviors with culturally diverse students but failed to make connections to issues of systemic inequities. Preservice teachers' own successful experiences during tutoring were the most important sources of self-efficacy.
Southeastern Regional Association of Teacher Educators. Web site: http://www.sratejournal.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A