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| Autor/in | Siwatu, Kamau Oginga |
|---|---|
| Titel | Preservice Teachers' Culturally Responsive Teaching Self-Efficacy-Forming Experiences: A Mixed Methods Study |
| Quelle | In: Journal of Educational Research, 104 (2011) 5, S.360-369 (10 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0671 |
| Schlagwörter | Preservice Teachers; Teacher Education Programs; Self Efficacy; Culturally Relevant Education; Statistical Analysis; Interviews; Student Teacher Attitudes; Racial Differences; Teacher Effectiveness |
| 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. (Contains 4 tables.) (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 |
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