Exploring Teacher Self-Efficacy and Cultural Competence Through a Culturally Responsive Professional Learning Model

• In Event: AERA Roundtable Session Wednesday 2:30 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Empowering Educators for Student Success: Teacher Empowerment, Professional Learning, and Cultural Competence in Education (Table 9)

Abstract

Differences in demographics between student and faculty population inspired this study to shift focus from the gaps in minoritized student outcomes to the development of self-efficacy and cultural competence when teaching students from diverse backgrounds. While teachers may receive multicultural education within their schooling, ongoing, job-embedded professional learning provides the content-focused, modeling, collaboration, reflection, and feedback required when creating a learning environment that demonstrates awareness of and value for culturally diverse students. This research explored the training and development of teachers’ culturally responsive practices (CRP) and examined teachers’ self-efficacy and cultural competence in having the ability to acknowledge and demonstrate value in cultural differences while creating effective learning environments for culturally diverse students.

Authors

• Crystal Downs, Ethos School

• Ranjini Mahinda JohnBull, Johns Hopkins University