2,417
Views
25
CrossRef citations to date
0
Altmetric
Research Articles

Examining Preservice Teachers' Culturally Responsive Teaching Self-Efficacy Doubts

, , &
Pages 277-296 | Received 04 Nov 2014, Accepted 06 Nov 2015, Published online: 08 Sep 2016

References

  • Artiles, A. J., Harry, B., Reschly, D. J., & Chinn, P. C. (2002). Over-identification of students of color in special education: A critical overview. Multicultural Perspectives, 4(1), 3–10.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. doi:10.1037/0033-295X.84.2.191
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W.H. Freeman and Company.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101. doi:10.1191/1478088706qp063oa
  • Bruce, C. D., Esmonde, I., Ross, J., Dookie, L., & Beatty, R. (2010). The effects of sustained classroom-embedded teacher professional learning on teacher efficacy and related student achievement. Teaching and Teacher Education, 26, 1598–1608.
  • Darling-Hammond, L., & Bransford, J. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco, CA: Jossey-Bass.
  • Dellinger, A. B., Bobbett, J. J., Olivier, D. F., & Ellett, C. D. (2008). Measuring teachers' self-efficacy beliefs: Development and use of the TEBS-self. Teaching and Teacher Education, 24(3), 751–766. doi:10.1016/j.tate.2007.02.010
  • Fives, H., Hamman, D., & Olivarez, A. (2007). Does burnout begin with student-teaching? Analyzing efficacy, burnout, and support during the student-teaching semester. Teaching and Teacher Education, 23(6), 916–934. doi:10.1016/j.tate.2006.03.013
  • Garcia, E. Arias, M. B., Murri, N., & Serna, C. (2010). Developing responsive teachers: A challenge for demographic reality. Journal of Teacher Education, 61(1–2), 132–142. doi:10.1177/0022487109347878
  • Gay, G. (2010a). Culturally responsive teaching theory, research, and practice. New York, NY: Teachers College Press.
  • Gay, G. (2010b). Acting on beliefs in teacher education for cultural diversity. Journal of Teacher Education, 61(1–2), 143–152. doi:10.1177/0022487109347878
  • Gay, G. (2013). Culturally responsive teaching principles, practices and effects. In H. R. Milner & Kofi Lomotey (Eds.), Handbook of Urban Education, (pp. 353–374). New York, NY: Routledge.
  • Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741–756. doi:10.1037/a0019237
  • Klassen, R. M., & Chiu, M. M. (2011). The occupational commitment and intention to quit of practicing and preservice teachers: Influence of self-efficacy, job stress, and teaching context. Contemporary Educational Psychology, 36(2), 114–129. doi:10.1016/j.cedpsych.2011.01.002
  • Klassen, R. M., Tze, V. M. C., Betts, S. M., & Gordon K. A. (2011). Teacher efficacy research 1998–2009: Signs of progress or unfulfilled promise? Educational Psychology Review, 23(1), 21–43. doi:10.1007/s10648-010-9141-8
  • Lucas, T., Villegas, A. M., & Freedson-Gonzalez, M. (2008). Linguistically responsive teacher education: Preparing classroom teachers to teach English language learners. Journal of Teacher Education, 59, 361–373.
  • McKown, C., Gregory, A., & Weinstein, R. S. (2010). Expectations, stereotypes, and self-fulfilling prophecies in classroom and social life. In J. L. Meece & J. S. Eccles (Eds.), Handbook of research on schools, schooling and human development (pp. 256–274). New York, NY: Routledge.
  • Milner, H. R., & Tenore, F. B. (2010). Classroom management in diverse classrooms. Urban Education, 45(5), 560–603. doi:10.1177/0042085910377290
  • Monroe, C., & Obidah, J. (2004). The influence of cultural synchronization on a teacher's perceptions of disruption: A case study of an African American middle-school classroom. Journal of Teacher Education, 55(3), 254–268.
  • Pajares, F. M. (2002). Overview of social cognitive theory and of self-efficacy. Retrieved from http://www.emory.edu/EDUCATION/mfp/eff
  • Ross, J., & Bruce, C. (2007). Professional development effects on teacher efficacy: Results of randomized field trial. The Journal of Educational Research, 101(1), 50–60.
  • Ross, J. A., Hogaboam-Gray, A., & Hannay, L. (2001). Effects of teacher efficacy on computer skills and computer cognitions of Canadian students in grades K–3. The Elementary School Journal, 102(2), 141–156.
  • Rothman, R. (2007). The 21st-century urban student. The New Educator, 3(1), 1–9.
  • Settlage, J., Southerland, S. A., Smith, L. K., & Ceglie, R. (2009). Constructing a doubt-free teaching self: Self efficacy, teacher identity and science instruction within diverse settings. Journal of Research in Science Teaching, 46(1), 102–125. doi:10.1002/tea.20268
  • Siwatu, K. O. (2007). Preservice teachers' culturally responsive teaching self-efficacy and outcome expectancy beliefs. Teaching and Teacher Education, 23, 1086–1101.
  • Siwatu, K. O. (2011). Preservice teachers' culturally responsive teaching self-efficacy forming experiences: A mixed methods study. Journal of Educational Research, 104, 360–369.
  • Siwatu, K. O., & Chesnut, S. R. (2014). The career development of preservice and inservice teachers: Why teachers' self-efficacy beliefs matter. In H. Fives & M. Gill (Eds.), International handbook of research on teachers' beliefs (pp. 212–229). New York, NY: Routledge.
  • Siwatu, K. O., & Starker, T. V. (2010). Predicting preservice teachers' self-efficacy to resolve a cultural conflict involving an African American student. Multicultural Perspectives, 12(1), 10–17.
  • Siwatu, K. O., Frazier, P., Osaghae, O., & Starker, T. V. (2011). From maybe I can to yes I can. Developing preservice and inservice teachers' self-efficacy to teach African American students. Journal of Negro Education, 80(3), 209–222.
  • Sleeter, C. (2001). Preparing teachers for culturally diverse schools: Research and the overwhelming presence of whiteness. Journal of Teacher Education 52(2), 94–106. doi:0.1177/0022487101052002002
  • Skinner, E. A. (1996). A guide to constructs of control. Journal of Personality and Social Psychology, 71(3), 549–570.
  • Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805. doi:10.1016/S0742-051X(01)00036-1
  • Tschannen-Moran, M., & Woolfolk Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944–956. doi:10.1016/j.tate.2006.05.003
  • Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248. doi:10.3102/0034654315585004
  • Villegas, A. M., & Lucas, T. (2002). Educating culturally responsive teachers: A coherent approach. New York: State University of New York.
  • Wheatley, K. F. (2000). Positive teacher efficacy as an obstacle to educational reform. Journal of Research and Development in Education, 34(1), 14–27.
  • Wheatley, K. F. (2002). The potential benefits of teacher efficacy doubts for educational reform. Teaching and Teacher Education, 18, 5–22.
  • Wheatley, K. F. (2005). The case for reconceptualizing teacher efficacy research. Teaching and Teacher Education, 21(7), 747–766.
  • Wyatt, M. (2012). Towards a re-conceptualization of teachers' self-efficacy beliefs: tackling enduring problems with the quantitative research and moving on. International Journal of Research & Methods in Education. doi:10.1080/1743727X.2012.742050
  • Wyatt, M. (2015). Using qualitative research methods to assess the degree of fit between teachers' reported self-efficacy beliefs and their practical knowledge. Australian Journal of Teacher Education, 40(1), 117–145.
  • Zhao, Y. (2010). Preparing globally competent teachers: A new imperative for teacher education. Journal of Teacher Education, 6(5), 422–431. doi:10.1177/0022487110375802/.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.