From maybe I can to yes I can: Developing pre-service and inservice teachers' self-efficacy to teach African American students

Kamau Oginga Siwatu, Paul Frazier, Osariemen J. Osaghae, Tehia V. Starker

Research output: Contribution to journalArticle

6 Scopus citations

Abstract

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.

Original languageEnglish
Pages (from-to)209-222
Number of pages14
JournalJournal of Negro Education
Volume80
Issue number3
StatePublished - Jun 2011

Keywords

  • Multicultural education/diversity
  • Self-efficacy
  • Teacher education

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