Examining Preservice Teachers' Culturally Responsive Teaching Self-Efficacy Doubts: A Mixed-Methods Study

• In Event: 14.043 - Roundtable Session 1
  In Roundtable Session: 14.043-4 - Changes in Self-Efficacy and Identity in Teacher Preparation

Abstract

This study was designed to add to the research on teachers’ self-efficacy beliefs by examining the nature of preservice teachers’ culturally responsive teaching self-efficacy doubts. Using an embedded mixed methods research design, we examined the tasks that preservice teachers felt least efficacious to successfully execute and explored the reasoning behind these self-efficacy doubts. Consequently, we were able to go beyond the quantitative results to generate a comprehensive understanding of these self-efficacy doubts. We identified seven reasons why preservice teachers doubt their abilities to successfully execute culturally responsive teaching tasks. The implications for culturally responsive teacher education are discussed.

Authors

• Kamau Oginga Siwatu, Texas Tech University

• Steven Randall Chesnut, University of Southern Mississippi

• Angela Alejandro, Texas Tech University

• Haeni Alecia Young, Texas Tech University