From Maybe I Can to Yes I Can: Developing Pre-Service and Inservice Teachers' Self-Efficacy to Teach African American Students

Autor/inn/en	Siwatu, Kamau Oginga; Frazier, Paul; Osaghae, Osariemen J.; Starker, Tehia V.
Titel	From Maybe I Can to Yes I Can: Developing Pre-Service and Inservice Teachers' Self-Efficacy to Teach African American Students
Quelle	In: Journal of Negro Education, 80 (2011) 3, S.209-222 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	African American Students; Self Efficacy; Preservice Teachers; Teacher Education; Teacher Effectiveness; Teacher Attitudes; Skill Development; Cultural Awareness; Culturally Relevant Education; Intervention; Teaching Experience + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Self-efficacy; Selbstwirksamkeit; Lehrerausbildung; Lehrerbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Cultural identity; Kulturelle Identität
Abstract	In this article, the authors describe self-efficacy building activities that practitioners can use in the preparation of teachers who are efficacious in their ability to teach African American students. The general principle underlying these suggested activities is that preparing teachers should entail fostering the development of competence and confidence. Becoming an effective teacher of African American students requires both the acquisition of related skills and the self-efficacy beliefs to put those skills to use, Practitioners are encouraged to explore ways in which these and similar activities can be incorporated into all facets of teacher education. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10