Increasing Social Studies Teachers' Racial Literacy and Self-Efficacy for Culturally Responsive Teaching Practices

• In Event: Thursday Roundtable Session 2:30 pm
  In Roundtable Session: Teacher Knowledge in Cultural, Content, and Pedagogical Stances (Table 36)

Abstract

Prior research indicates a connection between culturally responsive teaching practices and student engagement in the classroom. A 5-week professional learning program utilizing peer coaching sessions and instructional round observations was designed to increase self-efficacy for culturally responsive teaching practices for social studies teachers. The program was evaluated through the collection of qualitative data, including pre-and post-interviews, audio recordings of peer coaching sessions, and a self-report survey. Findings indicate that the professional learning program had a high level of participant engagement and was associated with increased self-efficacy for culturally responsive teaching practices in social studies classrooms. The purely qualitative data allowed for a thorough analysis and understanding of participants’ experiences.

Authors

• Jessica Nagourney, Johns Hopkins University

• Laura Jeanne Quaynor, Johns Hopkins University