Developing Teacher Candidates' Self-Efficacy Through Cross-Cultural Strategies

• In Event: Partnership Matters: An Action-Based Approach to Developing and Maintaining Authentic University-School Partnerships

Abstract

Teacher self-efficacy is vital to the overall perception of teaching quality (Lazarides, 2020). Using feedback from district partners, this study examined teacher candidates from a Historically Black College in a southern state's perceptions of pre- and post-participating in a classroom management workshop employing cross-cultural strategies.
The preliminary results indicate that teacher candidates demonstrated a greater self-efficacy for addressing whole-class behavior management versus individual student dynamics. Results from the post-data collection will inform future training for teacher candidates and mentor teachers and will be used as a foundation for program transformation with district partners.

Authors

• Kimberley Davis, University of Arkansas at Pine Bluff

• William Torrence, University of Arkansas at Pine Bluff

• Wendy Kubasko, Shippensburg University of Pennsylvania