Preservice teachers' culturally responsive teaching self-efficacy-forming experiences: A mixed methods study

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Abstract

The author used an explanatory mixed methods research design. The first phase involved the collection of quantitative data to examine the nature of preservice teachers' (N = 192) culturally responsive teaching self-efficacy beliefs. Follow-up face-to-face interviews were carried out with a subsample selected from Phase 1 participants. These interviews were used to identify the types of culturally responsive teaching self-efficacy-forming experiences that preservice teachers encountered during their teacher education program and the perceived influence that these experiences had on the development of their self-efficacy beliefs. The face-to-face interviews uncovered disparities among preservice teachers regarding the aspects of culturally responsive teaching that were discussed, modeled, and practiced. The theoretical and practical implications of this study are discussed.

Original languageEnglish
Pages (from-to)360-369
Number of pages10
JournalJournal of Educational Research
Volume104
Issue number5
DOIs
StatePublished - 2011

Keywords

  • culturally responsive teaching
  • mixed methods research
  • teacher education
  • teacher self-efficacy

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