Cultivating Preservice Teachers': Culturally Responsive Classroom Management Self-Efficacy through Case-Based Learning

Autor/inn/en	Watson, Jessica Herring; Dubay, Chelsie; Jackson, Nykela
Titel	Cultivating Preservice Teachers': Culturally Responsive Classroom Management Self-Efficacy through Case-Based Learning
Quelle	In: Teacher Education Quarterly, 50 (2023) 2, S.29-53 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Preservice Teachers; Culturally Relevant Education; Classroom Techniques; Self Efficacy; Case Method (Teaching Technique); Online Courses; Measures (Individuals); Intervention; Parent Teacher Cooperation; Communication (Thought Transfer); Diversity; Parent Background + Suchen Sie Ihr Suchwort? Klassenführung; Self-efficacy; Selbstwirksamkeit; Case method; Fallmethode; Online course; Online-Kurs; Messdaten; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Communication; thought; Kommunikation; Gedanke; Elternhaus
Abstract	This quantitative (quasi-experimental design) study examined the effect of case-based learning (CBL) in an online environment on preservice teachers' culturally responsive classroom management self-efficacy (CRCMSE). The Culturally Responsive Classroom Management Self-Efficacy Scale was administered as a pre- and posttest to 42 undergraduate students (experimental group) and 11 master of arts in teaching students (control group), all seeking initial licensure and enrolled in parallel classroom management courses. The experimental group engaged in CBL throughout their course. Pre- and posttest scores were used to conduct statistical analysis. Results from the analysis of covariance show that the CBL intervention statistically significantly increased participants' CRCMSE. The experimental group reported increased CRCMSE regarding communicating with parents from diverse backgrounds, applying culturally responsive strategies to minimize classroom management issues, and managing student interactions confidently. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01