Teacher Candidates' Culturally Responsive Teaching Self-Efficacy and Attributional Development

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

Abstract

This research examines the formation of teacher candidates' culturally responsive teaching self-efficacy (CRTSE) and attributional beliefs for teaching culturally and linguistically diverse learners. During Phase I, qualitative data was collected to examine the nature of participants' CRTSE. During Phase II, interviews were conducted with a sub-sample selected from Phase 1 participants to identify the types of CRTSE-forming experiences they experienced during their educator preparation program (EPP) and the perceived influence of these experiences on the development of their self-efficacy and attributional beliefs for teaching CLD learners. Results identify disparities among participants regarding the aspects of culturally responsive teaching that were discussed, modeled, and practiced during their EPP. The theoretical and practical implications of this study are discussed.

Authors

• Linnie Greenlees, Texas Tech University
  Presenting Author

• Delia Carrizales, Texas Tech University
  Presenting Author

• Whitney L. Baker-Beach, Texas Tech University
  Presenting Author