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ERIC Number: EJ1413644
Record Type: Journal
Publication Date: 2024
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1047-6210
EISSN: EISSN-1470-1286
Developing Culturally Responsive Teaching Self-Efficacy through Engaged, Asset-Based Teacher Preparation
Judy Paulick; Alexa M. Quinn; Charlotte D. Blain
Teaching Education, v35 n1 p61-81 2024
Student teaching offers a potentially rich yet underutilized space for teacher educators to support elementary teacher candidates (TCs) in developing dispositions and practices consistent with culturally responsive teaching (CRT). In this study, we found that a cohort of TCs who engaged in a hands-on anti-bias family/community engagement module during student teaching experienced significant growth in self-efficacy for CRT compared with earlier cohorts who did not complete the module. Differences in growth were associated with teacher preferences such as the SES and racial make-up of the schools in which TCs wanted to teach, rather than identity characteristics such as the TCs' race, SES, or college GPA. This work has implications for how programs that are considering hands-on anti-bias work in conjunction with student teaching might implement, differentiate, and enhance such curricula. It also has implications for future research to understand TCs' preferences.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A