Preservice teachers' sense of preparedness and self-efficacy to teach in America's urban and suburban schools: Does context matter?

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Abstract

The researcher examined the influence that school contextual factors have on American preservice teachers' sense of preparedness to teach and culturally responsive teaching self-efficacy appraisals. The findings suggest that preservice teachers in this study felt more prepared and confident to teach in a suburban school compared to an urban school. Additionally, preservice teachers felt less prepared and confident to teach English Language Learners regardless of their enrolment in an urban or suburban school. This study has implications for the preparation of teachers who are self-efficacious in their ability to teach in both urban and suburban educational settings.

Original languageEnglish
Pages (from-to)357-365
Number of pages9
JournalTeaching and Teacher Education
Volume27
Issue number2
DOIs
StatePublished - Feb 2011

Keywords

  • Culturally responsive education
  • Preservice teacher education
  • Self-efficacy
  • Teacher education
  • Teacher self-efficacy
  • Urban education

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