Effects of a Community-Engaged Teacher Preparation Program on the Culturally Relevant Teaching Self-Efficacy of Preservice Teachers

• In Event: 53.050 - Immersion Opportunities to Develop Preservice Teachers' Understanding of Diversity

Abstract

The purpose of this study was to investigate the impact of a 16-week program of community-engaged teacher preparation on preservice teachers’ perceived efficacy in enacting culturally responsive teaching as well as their beliefs in the outcomes associated with such practice. Results of the examination revealed involvement in the community-engaged teacher preparation program resulted in significant gains in preservice teachers' culturally responsive teaching outcome expectations and culturally responsive teaching self-efficacy beliefs.

Authors

• Christopher Lee Thomas, Ball State University

• Susan Tancock, Ball State University

• Eva M. Zygmunt, Ball State University

• Jon M. Clausen, Ball State University

• Kristin Cipollone, Ball State University

• Patricia Clark, Ball State University