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ERIC Number: EJ917413
Record Type: Journal
Publication Date: 2009
Pages: 11
Abstractor: As Provided
Reference Count: 18
ISBN: N/A
ISSN: ISSN-0890-6459
Student Teachers' Self-Efficacy Beliefs regarding Culturally Responsive Teaching and Their Professed Classroom Practices
Siwatu, Kamau Oginga
Teacher Education and Practice, v22 n3 p323-333 Sum 2009
This study examined student teachers' (n = 50) culturally responsive teaching self-efficacy beliefs and the frequency in which they implemented these practices into their classroom teaching. The results revealed that student teachers were more efficacious in their ability to execute general teaching practices that may not necessarily require in-depth knowledge of students' cultural background. Student teachers' feelings of efficacy were positively related to the frequency in which they reportedly implemented the practices of culturally responsive teaching into their instructional approach. Moreover, self-efficacy beliefs predicted the frequency in which student teachers implemented the practices of culturally responsive teaching into their instructional approach. The implications for preparing efficacious culturally responsive teachers are discussed, including suggestions for further research. (Contains 1 table.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A