Opportunities to Learn and Elementary Teaching Candidates' Self-Efficacy With Regard to Culturally Responsive Teaching

• In Event: Preparing Equity-Oriented Preservice Teachers

Abstract

The purpose of this study was to examine associations between (a) elementary preservice teachers’ opportunities to learn from coursework and field experiences and (b) their view of their program’s coherence with regard to teaching for diversity; and their multicultural attitudes/beliefs; and their self-efficacy with regard to Culturally Responsive Teaching. Our analyses revealed a statistically significant and positive association between elementary candidates’ OTL in courses (a) strategies for working with diverse students and (b) strategies for working with students with disabilities and their self-efficacy with regard to culturally responsive teaching. In addition, there was a statistically significant and positive association between candidates’ perceptions that their programs articulated a clear vision of teaching and learning and candidates’ multicultural beliefs and attitudes.

Authors

• Jacob Elmore, University of Virginia

• Rachel L van Aswegen, University of Virginia

• Peter A. Youngs, University of Virginia