TY - JOUR
T1 - Preservice teachers' culturally responsive teaching self-efficacy and outcome expectancy beliefs
AU - Siwatu, Kamau Oginga
PY - 2007/10
Y1 - 2007/10
N2 - Guided by the theoretical and empirical research on self-efficacy and outcome expectancy beliefs, and the Culturally Responsive Teaching Competencies [Siwatu, K.O. (2006a). The development of the culturally responsive teaching competencies: Implications for teacher education. Manuscript under review], two measures-the Culturally Responsive Teaching Self-Efficacy Scale (CRTSE) and the Culturally Responsive Teaching Outcome Expectancy (CRTOE) Scale-were developed and administered to a sample of preservice teachers in the Midwest. The findings from this study suggest that preservice teachers are more efficacious in their ability to help students feel like important members of the classroom and develop positive, personal relationships with their students, than they are in their ability to communicate with English Language Learners. Preservice teachers' culturally responsive teaching outcome expectations was highest for the possibility that a positive teacher-student relationship can be established by building a sense of trust in their students. Item-specific means were lowest among the preservice teachers for the possibility that encouraging students to use their native language will help to maintain students' cultural identity. The implications for these findings for both research and teacher education are discussed.
AB - Guided by the theoretical and empirical research on self-efficacy and outcome expectancy beliefs, and the Culturally Responsive Teaching Competencies [Siwatu, K.O. (2006a). The development of the culturally responsive teaching competencies: Implications for teacher education. Manuscript under review], two measures-the Culturally Responsive Teaching Self-Efficacy Scale (CRTSE) and the Culturally Responsive Teaching Outcome Expectancy (CRTOE) Scale-were developed and administered to a sample of preservice teachers in the Midwest. The findings from this study suggest that preservice teachers are more efficacious in their ability to help students feel like important members of the classroom and develop positive, personal relationships with their students, than they are in their ability to communicate with English Language Learners. Preservice teachers' culturally responsive teaching outcome expectations was highest for the possibility that a positive teacher-student relationship can be established by building a sense of trust in their students. Item-specific means were lowest among the preservice teachers for the possibility that encouraging students to use their native language will help to maintain students' cultural identity. The implications for these findings for both research and teacher education are discussed.
KW - Culturally responsive teaching
KW - Self-efficacy and outcome expectancy beliefs
KW - Teacher self-efficacy
UR - http://www.scopus.com/inward/record.url?scp=34447569581&partnerID=8YFLogxK
U2 - 10.1016/j.tate.2006.07.011
DO - 10.1016/j.tate.2006.07.011
M3 - Article
AN - SCOPUS:34447569581
SN - 0742-051X
VL - 23
SP - 1086
EP - 1101
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
IS - 7
ER -