Examining Culturally Responsive Teaching Self-Efficacy in a Preservice Social Studies Education Course

In a preexperimental study of preservice practitioners’ professional dispositions, we examined the relationship between an innovative culturally responsive teaching model in a social studies methods course and teacher candidates’ culturally responsive teaching self-efficacy. Findings indicate preser...

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Bibliographic Details
Published in:Urban education (Beverly Hills, Calif.) Calif.), 2012-05, Vol.47 (3), p.585-611
Main Authors: Fitchett, Paul G., Starker, Tehia V., Salyers, Beth
Format: Article
Language:English
Subjects:
Beginning teachers
Candidates
Correlation
Cultural Pluralism
Culturally Relevant Education
Epistemology
High Schools
Methods Courses
Middle Schools
Multicultural Education
Preservice Teachers
Self Efficacy
Social Studies
Teacher Education Curriculum
Teaching
Teaching Methods
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Summary:In a preexperimental study of preservice practitioners’ professional dispositions, we examined the relationship between an innovative culturally responsive teaching model in a social studies methods course and teacher candidates’ culturally responsive teaching self-efficacy. Findings indicate preservice teachers exposed to an in-depth culturally responsive teaching epistemology were more confident in their abilities to employ culturally relevant teaching practices. Participants noted increased willingness to work in diverse communities. Preservice teachers were more efficacious in their abilities to teach multicultural social studies content. Our study suggests that a comprehensive culturally responsive, social studies methods course inspired efficacious attitudes toward teaching diverse learners and content.
ISSN:0042-0859
1552-8340
DOI:10.1177/0042085912436568