A Psychological Profile of Acculturation, Ethnic Identity and Teaching Efficacy among Latino In-Service Teachers

Autor/inn/en	Tong, Fuhui; Castillo, Linda G.; Pérez, Aida E.
Titel	A Psychological Profile of Acculturation, Ethnic Identity and Teaching Efficacy among Latino In-Service Teachers
Quelle	In: International Education Studies, 3 (2010) 3, S.41-51 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Acculturation; Ethnicity; Teacher Effectiveness; Self Efficacy; Hispanic Americans; Minority Group Teachers; Minority Group Students; Bilingual Teachers; Teacher Certification; Teaching Experience; Whites; Cultural Differences; Alternative Teacher Certification; Classroom Techniques; Behavior Problems; Educational Attainment; Bilingual Education; Teacher Characteristics; Teacher Surveys; Rating Scales; Texas; Acculturation Rating Scale for Mexican Americans; Multigroup Ethnic Identity Measure + Suchen Sie Ihr Suchwort? Akkulturation; Ethnizität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Hispanic; Hispanoamerikaner; White; Weißer; Kultureller Unterschied; Klassenführung; Bildungsabschluss; Bildungsgut; Bilingual teaching; Bilingualer Unterricht; Rating-Skala
Abstract	This study examined psychological constructs of acculturation, ethnic identity, and teaching efficacy among 89 Latino in-service teachers serving minority students. Results showed significant differences in these constructs in relation to certification, program taught, and years of teaching. First, bilingual teachers were less likely to be assimilated to White-American culture compared to traditionally/alternatively prepared ESL teachers. Second, traditionally certified ESL teachers were more efficacious in controlling disruptive behavior than alternatively prepared ESL teachers. Finally, higher acculturated teachers were associated with university route and ESL program while low acculturation individuals were more likely to hold alternative certification and teach in bilingual program. Educational implications were discussed. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01