Exploring Self-Efficacy Dynamics in Culturally Responsive Teaching: A Critical Incident Analysis of Preservice Literacy Teachers

• In Event: Culturally Responsive Literacy Teaching

Abstract

This study delves into the evolving self-efficacy of preservice literacy teachers within culturally responsive teaching environments. It examines how teachers' confidence influences their instructional practices and classroom dynamics, emphasizing the significance of culturally responsive teaching in literacy education. Field experiences are pivotal for developing these competencies, with critical incident analysis revealing varied self-efficacy trajectories among participants. The findings contribute to enhancing support for preservice teachers in their journey toward effective culturally responsive teaching.

Author

• Wonki Lee, Purdue University