Using Case-Based Instruction to Support Self-Efficacy for Cultural Responsiveness in Preservice Teachers: A Mixed-Methods Study

• In Event: Preparing Culturally Responsive Teachers: Moving Toward Social Justice

Abstract

Using a mixed methods design we examined how Case Based Instruction (CBI) influenced preservice teachers’ (PST) cultural responsiveness efficacy development across three classroom cases. PSTs were randomly assigned to one of two conditions. One group received a text excerpt prior to reading and responding to a classroom case. Another group was given two similar classroom cases. Text/Case group improved significantly compared to Case/Case group for improved self-efficacy for cultural responsiveness (p < 0.05) indicating CBI is more effective when used in conjunction with providing declarative knowledge. The Text/Case group showed greater self-insertion in their responses to the case, supporting vicarious self-efficacy improvement. Self-insertion remained constant through all cases suggesting the impact of the intervention is effective after one cycle.

Authors

• Marisa Nodine, University of New Mexico
  Presenting Author

• Carolyn J. Hushman, University of New Mexico
  Non-Presenting Author

• Kira J. Carbonneau, Washington State University
  Non-Presenting Author

• Ashley K. Vaughan, Northern Arizona University
  Non-Presenting Author