Exploring Culturally Responsive Classroom Management Self-Efficacy and Social Justice Beliefs Among Teacher-Residents

• In Event: AERA Virtual Poster Session
  In Virtual Poster Session: Division K - Teaching and Teacher Education Virtual Poster Session

Abstract

Teacher residency programs often have an explicit mission to address inequities in K12 schools, by preparing cohorts of more racially- and linguistically-diverse teachers and by developing equity orientations and abilities to enact equitable practices in residents. While residencies clearly produce more diverse cohorts, the degree to which they meet their goals of shaping equity orientations and the ability to act in promotion of social justice remains unclear. The current exploratory case study examined teacher candidates’ culturally responsive classroom management self-efficacy and teaching for social justice beliefs in one urban residency program. Results suggest that teacher residency programs hold particular potential for developing culturally responsive classroom management self-efficacy and social justice orientations in teacher candidates.

Authors

• Kamontá Heidelburg, Ohio State University
  Presenting Author

• Erin Kearney, University at Buffalo - SUNY
  Presenting Author

• Amanda Winkelsas, University at Buffalo - SUNY
  Presenting Author

• Halley A. Maza, University at Buffalo - SUNY
  Presenting Author

• Suzanne N. Rosenblith, University at Buffalo - SUNY
  Presenting Author

• Julie Gorlewski, University at Buffalo - SUNY
  Presenting Author

• Elisabeth Etopio, University at Buffalo - SUNY
  Presenting Author