Renewing Teacher Self-Efficacy and Pedagogical Practices to Remedy and Repair Inequitable Classroom Practices: A Case Study Approach

• In Event: AERA Roundtable Session Saturday 9:50 am Four Seasons Ballroom 2-3
  In Roundtable Session: Exploring Teacher Effectiveness and Organizational Outcomes (Table 8)

Abstract

This study explores a professional development (PD) program to renew teacher self-efficacy and refine pedagogical practices to address inequitable classroom practices in U.S. schools. Amidst a growing teacher shortage, many schools are forced to hire under-qualified candidates, disproportionately affecting marginalized communities and compromising educational quality. By empowering educational leaders to foster supportive environments and prioritize teacher development, this PD program seeks to equip all teachers, regardless of certification status, to deliver high-quality instruction. The study examines administrators' and teachers' perceptions of the PD program's effectiveness in public schools, aiming to create equitable and engaging learning environments. By addressing systemic challenges, the program aspires to enhance student learning experiences and promote justice in education through empowered, confident educators.

Authors

• Leslie A. Williams, University of Oklahoma

• Sharon G. Dean, University of Oklahoma

• Shelley Jaques-McMillin, University of Oklahoma

• Tracy McCarty, University of Oklahoma

• tomas Ashley, University of Oklahoma