TY - JOUR
T1 - Examining Preservice Teachers' Culturally Responsive Teaching Self-Efficacy Doubts
AU - Siwatu, Kamau Oginga
AU - Chesnut, Steven Randall
AU - Alejandro, Angela Ybarra
AU - Young, Haeni Alecia
N1 - Publisher Copyright:
© , Copyright Taylor & Francis.
PY - 2016/10/1
Y1 - 2016/10/1
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=84986278047&partnerID=8YFLogxK
U2 - 10.1080/08878730.2016.1192709
DO - 10.1080/08878730.2016.1192709
M3 - Article
AN - SCOPUS:84986278047
SN - 0887-8730
VL - 51
SP - 277
EP - 296
JO - Teacher Educator
JF - Teacher Educator
IS - 4
ER -