Predicting Preservice Teachers' Self-Efficacy to Resolve a Cultural Conflict Involving an African American Student

Autor/inn/en	Siwatu, Kamau Oginga; Starker, Tehia V.
Titel	Predicting Preservice Teachers' Self-Efficacy to Resolve a Cultural Conflict Involving an African American Student
Quelle	In: Multicultural Perspectives, 12 (2010) 1, S.10-17 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0960
Schlagwörter	Preservice Teachers; Self Efficacy; Conflict; African American Students; Cultural Differences; Culturally Relevant Education; Case Studies; Males; Conflict Resolution; Prediction; Beliefs; Cultural Awareness; Teacher Education; Measures (Individuals); Regression (Statistics); Student Behavior; Classroom Techniques + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Konflikt; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Kultureller Unterschied; Case study; Fallstudie; Case Study; Male; Männliches Geschlecht; Conflict solving; Konfliktlösung; Konfliktregelung; Vorhersage; Belief; Glaube; Cultural identity; Kulturelle Identität; Lehrerausbildung; Lehrerbildung; Messdaten; Regression; Regressionsanalyse; Student behaviour; Schülerverhalten; Klassenführung
Abstract	This study examined preservice teachers' (1) sense of efficacy to resolve a cultural conflict involving an African American student, (2) sense of preparedness to effectively handle cultural conflicts, and (3) culturally responsive teaching self-efficacy beliefs. After reading a case study describing a teacher working with an African American male student, participants (n = 84) were asked to indicate how efficacious they were in resolving the conflict and how prepared they were to do so. The findings suggest that preservice teachers' sense of preparedness and the strength of their culturally responsive teaching self-efficacy beliefs contribute to the prediction of their sense of efficacy to resolve the conflict presented in the case study. The implications of these findings are discussed. (Contains 2 tables and 1 figure.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10