Supporting Self-Efficacy for Cultural Responsiveness in Preservice Teachers: A Case-Based Instructional Approach (Poster 12)

• In Event: AERA Poster Session Saturday 5:10 p.m.
  In Poster Session: Division K Section 9 Initial Teacher and Teacher Educator Preparation Posters

Abstract

Opportunities to become immersed in a classroom are limited in initial teacher education. Within university settings, case-based instruction (CBI) can approximate teaching contexts and dilemmas—eliciting real-time thinking and decision-making. To better understand how we, as teacher educators, should design our cases, this study examined how different features of a classroom case influenced preservice teachers’ (PST) development of culturally responsive self-efficacy. PSTs were randomly assigned to one of two conditions—reader-situated (“You planned a unit …”) vs. teacher-situated (“Ms. Thompson planned a unit …”) and were asked to rate their culturally responsive self-efficacy before and after reading a classroom case. Results indicate that PST who read teacher-situated case had greater gains in their self-efficacy when compared to the reader-situated group.

Authors

• Kira J. Carbonneau, Washington State University

• Morgan A. Jernigan, Washington State University

• Portia Amoa-Danquah, Washington State University